Conceptions and practices of Iberian mathematics teachers about humour

Detalhes bibliográficos
Autor(a) principal: Viseu, Floriano
Data de Publicação: 2023
Outros Autores: Menezes, Luís, Amante, Susana, Flores, Pablo
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://hdl.handle.net/1822/85207
Resumo: This 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.
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spelling Conceptions and practices of Iberian mathematics teachers about humourHumourIberian mathematics teachersCareerPracticesConceptionsThis 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.FCT - Fundação para a Ciência e a Tecnologia(CI&DEI)Cracow Tertium Society for the Promotion of Language StudiesUniversidade do MinhoViseu, FlorianoMenezes, LuísAmante, SusanaFlores, Pablo20232023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/85207engViseu, F., Menezes, L., Amante, S., & Flores, P. (2023). Conceptions and practices of Iberian mathematics teachers about humour. The European Journal of Humour Research, 10(4), 200–215. https://doi.org/10.7592/EJHR.2022.10.4.67410.7592/EJHR.2022.10.4.674https://europeanjournalofhumour.org/ejhr/article/view/674info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-23T01:27:46Zoai:repositorium.sdum.uminho.pt:1822/85207Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:49:46.320311Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Conceptions and practices of Iberian mathematics teachers about humour
title Conceptions and practices of Iberian mathematics teachers about humour
spellingShingle Conceptions and practices of Iberian mathematics teachers about humour
Viseu, Floriano
Humour
Iberian mathematics teachers
Career
Practices
Conceptions
title_short Conceptions and practices of Iberian mathematics teachers about humour
title_full Conceptions and practices of Iberian mathematics teachers about humour
title_fullStr Conceptions and practices of Iberian mathematics teachers about humour
title_full_unstemmed Conceptions and practices of Iberian mathematics teachers about humour
title_sort Conceptions and practices of Iberian mathematics teachers about humour
author Viseu, Floriano
author_facet Viseu, Floriano
Menezes, Luís
Amante, Susana
Flores, Pablo
author_role author
author2 Menezes, Luís
Amante, Susana
Flores, Pablo
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Viseu, Floriano
Menezes, Luís
Amante, Susana
Flores, Pablo
dc.subject.por.fl_str_mv Humour
Iberian mathematics teachers
Career
Practices
Conceptions
topic Humour
Iberian mathematics teachers
Career
Practices
Conceptions
description This 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://hdl.handle.net/1822/85207
url https://hdl.handle.net/1822/85207
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Viseu, F., Menezes, L., Amante, S., & Flores, P. (2023). Conceptions and practices of Iberian mathematics teachers about humour. The European Journal of Humour Research, 10(4), 200–215. https://doi.org/10.7592/EJHR.2022.10.4.674
10.7592/EJHR.2022.10.4.674
https://europeanjournalofhumour.org/ejhr/article/view/674
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Cracow Tertium Society for the Promotion of Language Studies
publisher.none.fl_str_mv Cracow Tertium Society for the Promotion of Language Studies
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instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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