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Advisor(s)
Abstract(s)
This study focuses on teachers' perspectives on humor to teach mathematics. In particular, it seeks to answer the questions: What happens at school with humor, specifically in the teaching of mathematics? Do teachers consider that they have a sense of humor and appreciate the sense of humor in others? Do teachers recognize the educational value of humor in teaching and learning mathematics? What functions do they associate with instructional humor and what didactical knowledge do they reveal in their justification? To answer these questions, a questionnaire, with open and closed questions, was constructed and applied. The data collected from 601 Portuguese mathematics teachers, at all levels of education, reveals that teachers consider that they have a sense of humor and appreciate it in others, recognize the pedagogical value of humor to teach mathematics, and say they use, regularly, the humor to teach. Invited to comment on a humorous strip about Mathematics, they manifest their didactic potential, highlighting their cognitive function, but also the affective and communicative. In the justification of their options they reveal didactic knowledge regarding Mathematics, combined with the knowledge of the practice.
Description
Keywords
humor, Matemática ensino perspectivas dos professores
Citation
Menezes, L., Viseu, F., & Flores, P. (2019). Olhares dos professores sobre o valor pedagógico do humor para ensinar Matemática. In M. Peralbo, A. Risso, A. Barca, B. Duarte, L. Almeida, & J. C. Brenlla (Eds.), Atas do Congreso Internacional Galego-Portugués de Psicopedagogía (pp. 1901-1911). Universidade da Corunha: Corunha.
Publisher
Universidad da Coruña