Many math educators seem to feel math problems can be divided into 2 parts to get a correct answer, one is pure computation and the other is problem solving - this claim is evident by examining the textbooks used in schools.  When looking at the worksheets offered for elementary students, this seems to be very logic since there is “nothing” could be related to numbers used in the computational problems to enhance thinking ability. How can computation and thinking type of problem be included in the traditional  computation problems such as 2 + 3? One of the answers is to integrate chess into math so that people can pick up theses sort of questions much quicker.