Misetáné Burján, Anita2024-09-042024-09-042014-12-01Teaching Mathematics and Computer Science, Vol. 12 No. 2 (2014) , 201-2111589-7389https://hdl.handle.net/2437/379766It is more and more important in 21st century's education that not only facts and subject knowledge should be taught but also the ways and methods of thinking should be learnt by students. Thinking is a human specificity which is significant both in mathematics and chess. The exercises aimed at beginner chess players are appropriate to demonstrate to students the mathematical thinking of 12-14 year-old students. Playing chess is an abstract activity. During the game we use abstract concepts (e.g. sacrifice, stalemate). When solving a chess problem we use logical quantifiers frequently (e.g. in the case of any move of white, black has a move that...). Among the endgames we find many examples (e.g. exceptional draw options) that state impossibility. Affirmation of existence is frequent in a mate position with many moves. We know there is a mate but the question in these cases is how it can be delivered. We present the chess problem on beginners' level although these exercises appear in the game of advanced players and chess masters too, in a more complex form. We chose the mathematical tasks from arithmetic, number theory, geometry and the topic of equations. Students encounter these in classes, admission exams and student circles. Revealing the common features of mathematical and chess thinking shows how we can help the development of students' mathematical skills with the education of chess.application/pdfchess thinkingmathematical thinkingabstractionlogical quantifiersaffirmation and statement of existencetalent managementfolyóiratcikkOpen AccessAnita Misetáné Burjánhttps://doi.org/10.5485/TMCS.2014.0363Teaching Mathematics and Computer Science212Teach. Math. Comp. Sci.2676-8364