Session Information
SES C 01, Paper Session
Paper Session
Contribution
BACKGROUND AND IMPORTANCE
The motivation for this study is pupils’ negative attitudes towards mathematics. Although PISA shows a high performance level of Finnish pupils, their attitudes are negative (Anon. 2010). Moreover, research on Finnish pupils’ well-being showed far from satisfactory results (Korpinen, 2007). The intent of this study is to investigate the possibilities of humour in mathematics teaching. It is a case of educational improvement by bringing about new forms of learning in order to study them (Gravemeijer, 2008). This research falls within didactical engineering (Artigue, 1994) ordesign research paradigm (Cobb et al, 2003).
OBJECTIVES
The purpose of this study is to determine and approve different types of pupils’ intellectual activity, promoting creation of favourable atmosphere and attract them in perception of educational material. The study has a clear practitioner approach: how to construct the lesson’s educational space for increasing intellectual pleasure from educational activity? This work is a study of constructing lesson’s educational space by means of the Inspiring math (IM). We also explore the possibilities of using humour as the affective factor to promote development of mathematical thinking.
Research questions
In what way can we develop more pleasurable math lessons? How can we apply humour in lesson activities so that mathematics is both challenging and enjoyable? How can we use humour to make mathematics problems inspiring for pupils?
APPLIED CONCEPTS
IM is a teaching method in which:
Conditions for growth of positive emotions and creative well-being of pupils are created.
During problem solving there are conditions for emotions to rise.
The assignment allows all pupils to participate meaningfully regardless of their abilities.
IM is based on three integrated educational approaches: promoting positive affect in math learning (Hannula, 2006), using humour in teaching (Grecu, 2008) and use of open problems in math teaching (Pehkonen, 2004).
Earlier research has confirmed the existence of positive relationship between positive affect and achievements. Advances in understanding of the neuropsychological basis of affect (e.g. Damasio 1995, LeDoux, 1998) have made it clear that the relationship between emotion and cognition is much more important than previously assumed. Moreover, research has also shown – although details are not yet fully understood – that certain emotions facilitate certain type of cognitive processing (Linnenbrink & Pintrich, 2004). Humour can act as means of removal of psychological pressure, a psychological discharge, and promote efficiency of pedagogical activity. Humour is the central means of making educational process active in IM. It highlights basic functions of humour in pedagogical activity: informatively-cognitive; emotional; motivational, etc (Grecu, 2008).
My study has shown that problem solving can be engaging and enjoyable for many students, but it does not attract everyone. It is possible to define an individual’s beliefs as shaping how one engages in problem solving (Schoenfeld, 1985). Humour is a means to engage also those students who do not perceive math problems enjoyable to begin with. If an open task allows the solver to gain deeper and deeper insights (a "chain of discovery"; Liljedahl, 2005) it can facilitate a state of sustained engagement.
Method
Expected Outcomes
References
Anon., PISA tulokset, 2010. http://ktl.jyu.fi/ktl/pisa/julkaisut Artigue, M. (1994). Didactical engineering as a framework for the conception of teaching products. In R. Biehler, R. W. Scholz, R. Strässer & B. Winkelmann (Eds.) Didactics of Mathematics as a Scientific Discipline (pp. 27-39). Dordrecht: Kluwer. Cobb, P., Confrey, J., diSessa, A., Lehrer, R. & Schauble, L. (2003).Design experiments in educational research. Educational Researcher, 32 (1), 9–13. Damasio, A. R. (1995). Descartes' error: Emotion, reason, and the human brain. London: Avon Books. Gravemeijer K. (2008). Design, Research & Design Research. Eindhoven School of Education. Grecu, J. (2008). Doctoral thesis in Pedagogy. Chisinau, Moldova. Hannula, M. S. (2006). Affect in Mathematical Thinking and Learning. In J. Maaß & W. Schlöglmann (Eds.), New mathematics education research and practice (pp. 209-232). Rotterdam: Sense. Korpinen, E. (toim.), 2007. Kohti ilon pedagogiikkaa. Tutkiva Opettaja, 1. LeDoux, J. (1998). The Emotional Brain. London: Phoenix/Orion. Liljedahl, P. (2005). Sustained engagement: Preservice teachers' experience with a chain of discovery. In M. Bosch (ed.) Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education. Sant Feliu de Guíxols, Spain – 17 - 21 February 2005 (pp. 225-234). Fundemi IQS – Universitat Ramon Llull. Linnenbrink, E. & Pintrich, P. (2004). Role of affect in cognitive processing in academic contexts. In D. Dai & R. Sternberg (Eds.) Motivation, emotion, and cognition; Integrative perspectives on intellectual functioning and development, 57 – 88. NJ: Lawrence Erlbaum. Pehkonen, E. (2004). State-of-Art in Problem Solving. In H. Rehlich & B. Zimmermann (Eds.), ProMath Jena 2003. Problem Solving in Mathematics Education (pp. 93-111). Hildesheim: Verlag Franzbecker. Schoenfeld, A. (1985). Mathematical problem solving. Orlando (FL): Academic Press.
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