Klymchuk, SKachapova, FSchott, DSauerbier, GKachapov, I2021-11-222021-11-2220112011Mathematics Teaching-Research Journal Online. Vol 5, N 1, pp. 50-70.2573-4377https://hdl.handle.net/10292/14695The paper presents and analyses the attitudes of first-year university science and engineering students towards using paradoxes and counterexamples as a pedagogical strategy in teaching and learning of probability. The research question was to investigate the effectiveness of this pedagogical strategy from a student’s point of view. It is based on a parallel study conducted at two universities – one in New Zealand and the other in Germany. The vast majority of the students reported that they found the method of using paradoxes and counterexamples to be useful and effective.Readers are free to copy, display, and distribute the articles as long as the work is attributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or MTRJ. MTRJ is published by the City University of New York at https://commons.hostos.cuny.edu/mtrj and it is an open-access journal. There are no processing fees for submissions or publications.Paradoxes; Counterexamples; Probability; Teaching; LearningJournal ArticleOpenAccess