Abstract
This is a third report on a naturalistic study in Israel of the role mathematical paradoxes can play in the preservice education of high school mathematics teachers. The study examined the potential of paradoxes as a vehicle for: (a) sharpening student-teachers' mathematical concepts; and (b) raising their pedagogical awareness of the constructive role of fallacious reasoning in the development of mathematical knowledge. Course material development and data collection procedures are described. Results obtained through written responses and class-video-tapes are analyzed and discussed. The findings indicate that the model of dealing with paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions, and constructive learning. Generalizations are discussed.
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