The importance of statistical and mathematical literacy has been argued for a long time from social justice and equity perspectives. In this study, the famous brain teaser in math literacy, the Monty Hall Problem is used to investigate if schema revision is possible with a minimal intervention. The participants are 55 undergraduate students. Three participants' schema revision was observed during the assessment with a questionnaire focused on reversible thinking, i.e., what would have caused the favorable future outcome. The result could lead to reform in teaching and learning on reversible thinking in counterintuitive statistical and mathematical problems. [For the complete proceedings, see ED658295.]