Mathematical Paradoxes in the teaching - learning processe

Abstract

In this work, criteria are presented that support the idea of using Mathematical Paradoxes in the teachinglearning process of Mathematics, they are presented as a source of amazement, curiosity and motivation in students in order to awaken interest in study and search of information to achieve a comprehensive general culture. The authors propose the methodological analysis of some of these paradoxes as an example, and the results of the experiments carried out during the investigation in two years, with students of various levels of education.