Another one of the many paradoxes that occurs in our country is the following: while there are very good supplementary Mathematics books available for preparing students for the entrance exams of higher education, a large percentage of students still score below average, given that questions A and B are relatively easy.

In searching for the causes of this situation and relying on the experience I gained from many years of daily extensive teaching of Mathematics in the 3rd year of high school, I concluded that the development of mathematical topics concerning secondary education is not grounded in the basic and fundamental ideas and concepts of Mathematics, but rather in the memorization of techniques that appear like a rabbit from the empty hat of a magician.