Students’ resolutions of some paradoxes of infinity in the lens of the grossone methodology

In the article, students’ responses to some classical paradoxes related to infinity were investigated by considering the traditional methods and later by considering a new methodology for dealing with infinity (grossone methodology) which was introduced to them briefly. Eleven students of grade 12 participated in this study.In phase 1, the students (who study in the traditional methods) provided their intuitive resolutions to three paradoxes of infinity. In phase 2, the students were introduced to the grossone methodology after which they were asked to resolve the same paradoxes using this methodology in phase 3. After being presented by the normative and the grossone-based resolutions, the students reflected on them inwriting.Results of this study showed that students’ intuitive solutions were similar to grossone-based solutions of the three considered paradoxes. Therefore, the students accepted those solutions.This study shows the relevance of using an alternative method, which is the grossone methodology, in order to simplify resolutions of some paradoxical situations with infinity for undergraduate students.