  In this article we describe special type of mathematical problems that may
help develop teaching methods that motivate students to explore patterns,
formulate conjectures and find solutions without only memorizing formulas and
procedures. These are problems that either their solutions do not make sense in
a real life context and/or provide a contradiction during the solution process.
In this article we call these problems incorrect problems. We show several
examples that can be applied in undergraduate mathematics courses and provide
possible ways these examples can be used to motivate critical mathematical
thinking. We also discuss the results of exposing a group of 168 undergraduate
engineering students to an incorrect problem in a Differential Equations
course. This experience provided us with important insight on how well prepared
our students are to "out of the box" thinking and on the importance of previous
mathematical skills in order to master further mathematical analysis to solve
such a problem.
