COUNTERINTUITIVE QUESTIONS IN SCIENCE AND MATHEMATICS

Abstract

Nowadays intuition continues to be of great interest to mathematics and science educators. The use of counterintuitive questions in math lessons is one way to captivate, interest, motivate, and stimulate intellectual development of teenage students. Additional benefits to students include opportunities for: metacognition, critical thinking, discovery learning, connections to real-life applications and history. These questions make students aware of the inadequacies of their own thinking by exposing them to situations whose outcomes are inconsistent with what they would expect. We hope that by using such problems in the classroom, teachers will increase students' interest in mathematics. The purpose of this article was to develop a theoretical model for the use of counterintuitive examples in mathematics at the school students.
Keywords: Counterintuitivity, Counterintuitive examples, teaching mathematics, secondary school math, logic and intuition.