Students get so involved they barely realize that they're reading the puzzles. The environment becomes more lively and active. Students report that they understand the subject better which is confirmed by quantitative studies. They work harder in class, but enjoy it more. There is also evidence that they do more work out of class.
Teachers become more aware of student problems with the subject matter.
From 5 th grade reading in an inner-city to Harvard Business School, is quite a range. These techniques are often associated with questions that encourage divergent thinking. In the math classroom, a CCS gives the added power to encourage convergent thinking by all students. Studies, Seminar given to the Mathematics Teaching and Learning Enquiry Group, Manchester, U.K. January, 1993. Lawrence Erlbaum, Hillslade, NJ., 1987.