Klymchuk, Sergiy2025-11-062025-11-062025-09-14Journal of Higher Education Theory and Practice, ISSN: 2158-3595 (Print); 2158-3595 (Online), North American Business Press, 25(4), 54-58. doi: 10.33423/jhetp.v25i4.78432158-35952158-3595http://hdl.handle.net/10292/20075This paper investigates the attitudes of the university mathematics lecturers towards the use of deliberately misleading mathematics questions in teaching and assessment as a pedagogical strategy with their students. The intention of using such questions is to enhance students’ critical thinking. Critical thinking is understood here as “examining, questioning, evaluating, and challenging taken-for-granted assumptions about issues and practices” as defined by the New Zealand Ministry of Education. The study is based on a survey of university lecturers who have been introduced to the suggested pedagogical strategy. Their attitudes are compared with the attitudes of secondary school mathematics teachers.This is the Author's Accepted Manuscript of an article published in the Journal of Higher Education Theory and Practice © The North American Business available "free access" at DOI: 10.33423/jhetp.v25i4.78431301 Education Systems1303 Specialist Studies in Education3903 Education systemshigher educationcritical thinkingassessmentuniversity mathematicsJournal ArticleOpenAccess10.33423/jhetp.v25i4.7843