Sudoku as a bridge between logical thinking and mathematics teaching: From Euler's squares to overcoming mathematics anxiety

Abstract

Modern mathematics education is often reduced to mechanical calculation, which creates resistance among students and a so-called "fear of calculation errors". This paper explores the potential of Sudoku as a means to rehabilitate mathematical thinking without the pressure of arithmetic operations. In the first part, the paper illuminates the historical and philosophical genesis of the problem, linking Sudoku to Leonhard Euler's work on Latin squares as structures of order and symmetry. The second part presents a proposed didactic application for sixth-grade primary school students, examining strategies for deductive reasoning and elimination that students may employ during problem-solving. Particular emphasis is placed on the development of metacognitive skills; through awareness of their own thinking processes, students gain control over the problem, which may help reduce anxiety and shift their perception of mathematics. The paper concludes that Sudoku represents a promising model with the potential to apply ideas from the history and philosophy of mathematics to motivate students and foster a positive attitude towards mathematical science.