MATHEMATICAL MAGIC IN THE CLASSROOM A. Hall 1 , S. Pais 2 1 CIDMA, Center for Research and Development in Mathematics and Applications, University of Aveiro (PORTUGAL) 2 Instituto Politécnico de Leiria (PORTUGAL) Abstract Mathematics, considered one of the basic areas of various formations, has been the subject of concern for many authors and researchers due to its enormous academic and educational failure [1]. Its importance in day-to-day life and the formation of individuals is irrefutable [2]. One of the problems identified in the failure of mathematics teaching is the lack of motivation that students feel towards the discipline. According to [3], motivation is an essential factor in any learning since the quality of learning is not only related to the capacity to learn, but also to the level of motivation that we have to carry out this same learning. Considering that it is imperative to make the teaching and learning process of mathematics more stimulating, taking into account modern society and student’s interests [4], the authors have developed a qualitative case study to evaluate how "mathematical magic" can contribute to increase students’ motivation for learning mathematics. In order to develop this experience, the techniques of inquiry, direct observation and analysis of documents were applied and the following instruments were used: questionnaires and respective analysis grids; production of a battery of tasks of a diversified nature; field notes and interviews. Although this project is still ongoing and therefore not yet completed, a previous analysis of the collected data allows us to conclude that the use of mathematical magic tricks in the classroom, with the purpose of motivating the students to learn mathematics, was revealed effective. Students were curious about the new tricks and were positively surprised at the relative simplicity of their explanation, as if saying to themselves, "How can such mathematical concepts bring so much surprise?" The students showed that the topics gained more meaning after performing the tricks because they witnessed real applications of the concepts, with an extremely attractive purpose. They often stated that they were going to play the tricks on their friends / family outside the classroom context, which meant that they were mastering the concepts involved. Keywords: mathematics, mathematics education, recreational mathematics, mathematical magic, higher education. 1 INTRODUCTION Mathematics, considered one of the basic areas of various formations, has been the subject of concern for many authors and researchers due to its enormous academic and educational failure [1]. Its importance in day-to-day life and the education of individuals is irrefutable [2]. One of the problems identified in the failure of mathematics teaching is the lack of motivation that students feel towards the subject. According to [3], motivation is an essential factor in any learning since the quality of learning is not only related to the capacity to learn, but also to the level of motivation that we have to carry out this same learning. The Joint Mathematical Council of the United Kingdom [4] states that it is of the utmost importance that the teaching and learning process of mathematics becomes more stimulating, taking into account modern society and the students’ interests. The present world is constantly changing. New challenges emerge every day. Students should be prepared to face the uncertainty and constant change of the future. However, the density and rigidity of most math curricula are directed in the opposite direction of what is needed. Nassim Taleb [5] points out the importance of the unexpected in today’s world. The author argues that human beings tend to focus on what they already know, preferring the particular over the general. As in many other contexts, school curricula reflect our tendency to control and predict. Elliot Eisner [6] argues that, although understandable at a practical level, this tendency must be inverted: “Opening oneself to the uncertain is not a pervasive quality of our current educational environment. I believe it needs to be among the values we cherish. … How can the pursuit of surprise be promoted in a classroom?” (p.11). Proceedings of INTED2018 Conference 5th-7th March 2018, Valencia, Spain ISBN: 978-84-697-9480-7 3823