Browsing by Author "Flores, Pablo"
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- Conceptions and practices of Iberian mathematics teachers about humourPublication . Floriano, Viseu; Menezes, Luís; Amante, Susana; Flores, PabloThis study focuses on the conceptions and practices of Iberian (Portuguese and Spanish) mathematics teachers regarding instructional humour. Specifically, the study aims to answer the following questions: (1) How do Iberian mathematics teachers view humour and how do they appreciate a sense of humour? (2) What educational value do Iberian mathematics teachers ascribe to humour in the teaching and learning process of this subject? (3) How do Iberian mathematics teachers use humour in mathematics teaching? and (4) What differences, regarding humour and its use in the educational context, are found among Iberian mathematics teachers, as determined by their professional experience? A mixed methodology was adopted for this study, with a greater quantitative emphasis, combining quantitative analysis with descriptive and inferential statistics. Iberian mathematics teachers (N=1087) from all educational levels participated in the study. The data was collected through an online questionnaire, organised according to three dimensions of analysis: (1) Humour and sense of humour; (2) Educational value of humour in the teaching and learning of mathematics; and (3) Use of humour in the teaching of mathematics. The results reveal that Iberian teachers who teach mathematics recognise the meaning of humour, feel they have a sense of humour and appreciate it in others, find reasons to use it in mathematics teaching and have seen it being used or use it in their classes to create a good learning environment and make students think. The results show differences over the teachers’ careers, especially in their use of humour and the purpose they make of it. However, the magnitude of the effect suggests the need to consider other variables in addition to the teachers’ professional experience, such as the level of training, the type of training and the cultural context in which the school is located.
- El humor en clases de matemática puede ser cosa seria?Publication . Menezes, Luís; Flores, Pablo; Balula, João Paulo; Ribeiro, António Augusto Gaspar; Gomes, Helena Margarida dos Santos Vasconcelos; martins, ana patrícia; Oliveira, A. M.; Delplancq, Véronique; Matos, Isabel Aires de; Viseu, Floriano; Guitart, MónicaEn este texto presentamos algún trabajo desarrollado en el proyecto HUMAT (Humor in Mathematics Teaching) que se inició con la pregunta que sirve de título a este póster: ¿el humor en clases de matemáticas puede ser cosa seria? Para responder a esta pregunta, se definieron líneas de acción: (1) Conocer el uso que los profesores hacen del humor para enseñar matemáticas; (2) Desarrollar recursos didácticos, en forma de tareas matemáticas, basadas en humor gráfico; y (3) Comprender el impacto en el aprendizaje de las Matemáticas del empleo de tareas matemáticas basadas en humor gráfico. En este póster presentamos algunos de los principales resultados ya obtenidos de los dos primeros.
- El humor en libros de texto de matemáticassPublication . Menezes, Luís; Flores, Pablo; Ribeiro, António; Matos, Isabel Aires de; Balula, João Paulo; Oliveira, Ana Maria; Delplancq, Véronique; Viseu, Floriano; Gomes, Helena Margarida dos Santos Vasconcelos; martins, ana patríciaEl humor en educación se asocia generalmente al discurso del profesor, pero también a los recursos didácticos, como libros de texto, en los que se espera que tenga una doble función: (i) afectiva, aliviando el estress y motivando a los alunos; y (ii) cognitiva, contribuyendo a la comprensión de los conceptos. Las Matemáticas escolares con frecuencia despiertan en los alumnos sentimientos poco favorables por la alta abstracción de sus contenidos. Estas circunstancias han justificado que consideremos relevante examinar cómo se recoge el humor en los libros de texto portugueses y españoles de Matemáticas. Para esto hemos realizado un análisis del conteúdo de cuatro libros de texto de Matemáticas en Portugal (dos de 4º y uno de 5º curso) y uno de España, todos ellos de amplia difusión nacional. Examinamos el tipo de humor, los objetivos del humor, la forma en que desafían al alumno y las formas en que se presenta. Los resultados muestran que prácticamente no aparece humor en los libros, ni en el texto ni en las ilustraciones. Sin embargo, todos los textos muestran situaciones de buena disposición, presentando recurrrenemente gente riendo (Portugal), o personages con gesto amables y simpáticos (Espanha e Portugal), o situaciones lúdicas.
- Empleo del humor de profesores españoles y portugueses en la enseñanza de las matemáticasPublication . Flores, Pablo; Menezes, Luís; Ribeiro, António; Viseu, FlorianoLa comunicación didáctica se vale de diversas estrategias, como el humor, que favorecen, tanto el clima de aula, como generar un discurso para compartir significados.Tenemos escasa información sobre el empleo que los profesores, en general, y los portugueses y españoles, en particular, hacen del humor en la enseñanza de las matemáticas. Interesados por los aspectos positivos que promueve el empleo del humor en la enseñanza, hemos constituido el proyecto HUMAT (Humor in mathematics education), involucrando instituciones de Portugal, España y Argentina, que se interesa, por conocer el valor que otorgan los profesores de Matemáticas al humor en sus clases.Esta comunicación expone algunos resultados de una de las investigaciones del proyecto, derivados del envío a profesores de matemáticas de Portugal y España, de un cuestionario sobre su visión del humor en educación, el uso que hacen en su clase, y las razones que le llevan a emplearlo o evitarlo.
- HUMAT: O humor no ensino da MatemáticaPublication . Menezes, Luís; Ribeiro, António; Santos vasconcelos gomes, Helena; martins, ana patrícia; Oliveira, Ana Maria; Delplancq, Véronique; Matos, Isabel Aires de; Balula, João Paulo; Viseu, Floriano; Flores, PabloProcessar o humor e ser capaz de o produzir é, claramente, um sinal de inteligência, revelando, quando bem feito, raciocínios complexos. O humor tem um papel social importante, assumindo-se como uma experiência cognitiva que, para além de criar uma sensação de bem-estar, predispõe as pessoas para o trabalho e pode melhorar a produtividade desse mesmo trabalho. A Matemática é uma disciplina em que o raciocínio ocupa um lugar de destaque, tanto enquanto ciência como enquanto área escolar. Ao mesmo tempo, a Matemática não desperta na generalidade dos alunos o mesmo interesse, havendo alguns que apresentam à partida reações pouco favoráveis. As recentes alterações curriculares no ensino da Matemática têm, na maioria dos países do mundo, afirmado a necessidade de os alunos desenvolverem competências de natureza transversal, como a comunicação, o raciocínio e a resolução de problemas matemáticos a par da aquisição do conhecimento matemático. Também em Portugal, contemplam a importância de promover aprendizagens que aliem a construção de conhecimento matemático ao seu uso, na realização de tarefas matemáticas problemáticas e na comunicação de ideias e raciocínios matemáticos.
- O humor em manuais escolares de MatemáticaPublication . Menezes, Luís; Ribeiro, António; Oliveira, Ana Maria; Delplancq, Véronique; Santos vasconcelos gomes, Helena; martins, ana patrícia; Matos, Isabel Aires de; Viseu, Floriano; Flores, Pablo; Balula, João PauloHumor has a wide presence in people's lives, combining affective and cognitive elements with the intention of well-being. In addition to the leisure contexts, humor has also been used in contexts associated with work, namely schools, placed at the service of teaching. Since school textbooks are a resource widely used by teachers, particularly those of mathematics, it seems pertinent to us: (I) to access the usage of humor in Mathematics school textbooks; and (ii) describe the humor used in textbooks and discuss their didactic framework. For this, we submitted, to content analysis, four textbooks of Mathematics (of the 4th and 5th grades) with wide national diffusion. The results reveal that humor, both in the text and in the illustration, has practically no expression in the textbooks. Even so, all textbooks value, at the illustration level, light-hearted situations, presenting repeatedly, people laughing.
- Humor in mathematics teaching: tasks for the classroomPublication . Menezes, Luís; Gomes, Helena Margarida dos Santos Vasconcelos; Ribeiro, António Augusto Gaspar; martins, ana patrícia; Flores, Pablo; Viseu, Floriano; Oliveira, A. M.; Balula, João Paulo; Delplancq, VéroniqueThis book, Humour in Mathematics Teaching: tasks for the classroom, is a corollary of Humat Research Project (Humour in Mathematics Teaching), developed by the Higher School of Education of Viseu (Portugal), in partnership with the University of Minho (Portugal), the University of Granada (Spain) and the University of Mendoza (Argentina), with the support of the Polytechnic Institute of Viseu (Portugal) and of the CI&DETS. The project rests upon two fundamental assumptions. On the one hand, it assumes that humour plays a crucial role in creating a learning environment that can boost the students’ motivation and encourage them to learn mathematics. On the other hand, it assumes that the understanding of humour and the learning of Mathematics are two activities that require a good reasoning capacity. It also recognises that the exploratory teaching of mathematics, based on the work of the students leading to the completion of challenging mathematical tasks, provides a high potential for learning. All those considerations led to the birth of this book that offers mathematical tasks with a humorous twist and whose main goal is to fulfil these two functions: to persuade students to learn and make them think about humorous situations that involve mathematical concepts. To achieve this goal, the book is organised into two sections. The first is devoted to a brief introduction to the concept of humour and the other concepts that are associated to it approaches the concept initially in a broader sense, then focusing on the teaching of Mathematics. The largest section of the book, the second, is devoted to the presentation of mathematical tasks that are based on panels or comic strips involving humorous and witty content. The tasks suggested were planned for an exploratory-type teaching of mathematics and therefore they generally have an open nature. Almost invariably, we start by asking the student to describe the situation presented and to say whether or not they consider it funny. After this first request, we present others of a more specific nature. The selected tasks focus on mathematical topics that are taught in basic education. Our proposals can be used in two different circumstances. Some were designed to introduce new topics and others to consolidate previously learned knowledge. Tasks can be used and explored at different school levels, as long as we adapt the questions’ instructions or the way we guide the students’ work. The tasks are different according to the kind of reaction they are meant to trigger in students. Some tasks value affective/emotional aspects as they seek to seize the students’ attention and keep them engaged in their learning, thinking about an unexpected situation presented. Other tasks are focused on the development of cognitive and intellectual aspects. With those tasks, the students’ work goes far beyond the mere focus on learning. It represents challenges that arise from the cognitive ruptures that were conveyed by the proposed situations/tasks. For each task, we present a brief description of the situation and then we come up with didactic considerations about the several questions involved.
- Humor in mathematics teaching: tasks for the classroomPublication . Menezes, Luís; Gomes, Helena Margarida dos Santos Vasconcelos; Ribeiro, António Augusto Gaspar; martins, ana patrícia; Flores, Pablo; Viseu, Floriano; Oliveira, Ana Maria; Matos, Isabel Aires de; Balula, João Paulo; Delplancq, VéroniqueThis book, Humour in Mathematics Teaching: tasks for the classroom, is a corollary of HUMAT Research Project (Humour in Mathematics Teaching), developed by the Higher School of Education of Viseu (Portugal), in partnership with the University of Minho (Portugal), the University of Granada (Spain) and the University of Mendoza (Argentina), with the support of the Polytechnic Institute of Viseu (Portugal) and of the CI&DETS. The project rests upon two fundamental assumptions. On the one hand, it assumes that humour plays a crucial role in creating a learning environment that can boost the students’ motivation and encourage them to learn mathematics. On the other hand, it assumes that the understanding of humour and the learning of Mathematics are two activities that require a good reasoning capacity. It also recognises that the inquiry-based mathematics teaching, grounded on the work of the students leading to the completion of challenging mathematical tasks, provides a high potential for learning. All those considerations led to the birth of this book that offers mathematical tasks with a humorous twist and whose main goal is to fulfil these two functions: to persuade students to learn and make them think about humorous situations that involve mathematical concepts. To achieve this goal, the book is organised into two sections. The first is devoted to a brief introduction to the concept of humour and the other concepts that are associated to it approaches the concept initially in a broader sense, then focusing on the teaching of Mathematics. The largest section of the book, the second, is devoted to the presentation of mathematical tasks that are based on panels or comic strips involving humorous and witty content.
- O humor nas práticas letivas dos professores que ensinam MatemáticaPublication . Menezes, Luís; Viseu, Floriano; Ribeiro, António; Flores, PabloThis paper reports an investigation to know how Portuguese teachers, who teach mathematics, from primary to higher education, use humor in their classes and why they do it. For this, we applied a questionnaire to teachers of continental Portugal, having obtained 601 responses. The collected data were submitted to quantitative and qualitative analysis. The results show that teachers consider teaching mathematics compatible with the use of humor. Consistent with this, teachers say they regularly use humor to teach mathematics, with the primary goal of creating a climate that facilitates learning (affective function), but also for the purpose of teaching mathematical topics (cognitive function).
- O humor no ensino da Matemática pode ser coisa séria!Publication . Menezes, Luís; Flores, PabloO ensino da Matemática ocorre em situações de comunicação entre o professor e os alunos. Para que esta comunicação tenha lugar é necessária a existência de um ambiente de aprendizagem em que os participantes se encontrem predispostos a compartilhar significados. As atitudes do professor e dos alunos são fundamentais para a criação deste ambiente, que é favorecido se o discurso da aula é agradável, aberto à participação de todos e respeitador da diversidade de perspetivas. Desde que a perspetiva socioconstrutivista afirmou que a aprendizagem se produz por construção e reconstrução de significados, num espaço de interação e negociação de significados, os professores procuram apresentar aos alunos situações matemáticas desafiantes que favoreçam o aparecimento de ruturas cognitivas. Estas ruturas acontecem quando os alunos são confrontados com tarefas matemáticas não rotineiras, frequentemente em situações inesperadas, que lhes provocam desequilíbrios cognitivos e os obrigam a pensar outside the box. O humor permite que estas condições para a ocorrência da aprendizagem da Matemática se possam verificar, uma vez que este, por um lado, facilita a comunicação na sala de aula por criar um clima distenso e agradável e, por outro lado, pode proporcionar o conflito cognitivo ao apresentar situações inesperadas e criativas.