Logical Fallacies for Fostering Students’ Creativity

Development of thinking and in particular the development of mental qualities – width, depth, independence, logic, mobility, concreteness, criticism, speed, creativity, target orientation and generalization is one of the most important and consistent goals and objectives of mathematical teaching. Simultaneously, the degree to which this aim is fulfilled determines the level and effectiveness of the teaching process for the overall development of the student’s personality. An important psychological and pedagogical condition for the development of quality of thinking is students’ reflexive understanding of thinking as a process and their own mental capabilities. Mathematical creativity is not bound by established rules or methods but encourages individuals to challenge and transcend them. It embraces a spirit of playfulness, encouraging experimentation, and the formulation of “what if†questions. It embraces the notion of “productive failure,†where mistakes and setbacks are seen as opportunities for learning and generating new ideas. This work attempts to promote creativity using logical fallacies. Logical fallacies can be used during everyday mathematics classes, especially during classes for exercises through a few examples. Well-chosen examples can improve and empower the process of doing mathematics and can stimulate the process of creative thinking and motivate students’ individual development in their current learning and understanding and lead to the formation of intellectual reflection.