Humor in Mathematics Classroom Essay Example for Free

Humor in Mathematics Classroom Essay INTRODUCTION To make the learning in classroom more fun, teachers do make a different strategies or techniques. Game and laughter is very important in learning, that’s why teachers that do have humor make their class more enjoyable and interesting. Anyone who has paid attention to great speakers would know that humor is an excellent method for eliciting sympathy from the audience and opening them up to your message. Every teacher also knows that a sense of humor is necessary to winning the hearts of students. How should this inform teaching? Should the teachers focus on creating an entertaining show for their students? Or would the teachers change their lessons into therapy sessions? This study presents a teaching approach that is built around math problems that are for the student at the same time Cheerful (entertaining, funny, cool) and Challenging (difficult). We call this CheCha mathematics. BACKGROUND OF THE STUDY The technique of using humor to enliven lectures is as ancient as the Babylonian Talmud. Rabbah (Babylonian Talmud, Shabbos 30b), a Talmudic sage who lived 1700 years ago, would say something humorous before starting to lecture to the scholars, and they would laugh; after that, he would begin his lecture. Rabbi Meir (Babylonian Talmud, Sanhedrin 38b), another Talmudic sage, was an expert in fox fables and would devote one-third of his lecture to parables. These sages recognized the value of humor in education, even in ethical and religious instruction. Most statistics textbooks do not use a humorous approach, with exceptions such as Runyon (1977) and Pyrczak (1998). Blumenfeld and Alpern (1985) discuss ten reasons to use humor in the classroom. These include such factors as opening communication and the humanizing effect of humor on image. Berk (1996, 1998) claims that humor has the ability to decrease students’ anxiety, improve the ability to learn, and boost self-esteem. This, in turn, can encourage a more receptive learning atmosphere. One researcher found that having students watch an episode of Seinfeld helped calm them and reduced their heartbeats when they were later forced to do something stressful, give an impromptu speech about Bosnia, a subject they knew very little about, in front of a camera. The heart rates of students who had watched the humorous Seinfeld episode rose from an average of 70 to averages of 80 to 85 beats per minute while speaking; the heart rates of students who had not been inoculated with humor rose to a mean of 100 (Burkhart 1998). Lundberg and Thurston (1992) discuss various ways humor can be used in the classroom. THEORETICAL FRAMEWORK CheCha math method is based on three educational approaches: acknowledging the role of affect in math learning (Hannula, 2006), using humor in teaching (Grecu, 2008) and use of open-ended problems in math teaching (Pehkonen, 2004). Affect in mathematical thinking and learning In order to study affect in math education in contexts of actual classrooms there are three main elements to pay attention to: cognition, emotion, and motivation. Achievement without motivation is not sustainable, and neither is motivation without enjoyment. All three domains have a more rapidly changing state-aspect and more stable trait-aspect. (Hannula, 2006). One fundamental principle of human behavior is that emotions energize and organize perception, thinking and action (Izard, 1991). Research has confirmed a positive relationship between positive affect and achievement. It seems that the affective outcomes are most important during the first school years, as they are less likely to be altered later on. Two key elements of a desired affective disposition are self-confidence and motivation to learn (Hannula, 2006). Advances in our understanding of the neuropsychological basis of affect (e.g. Damasio 1995, LeDoux, 1998) have radically changed the old view of the relationship between emotion and cognition. Emotions are no longer seen as peripheral to cognitive processes or as noise to impede rationality. Emotions have been accepted as necessary for rational behavior. Moreover, research has also shown although not yet fully understood that certain emotions facilitate certain type of cognitive processing (Linnenbrink Pintrich, 2004). Focusing on motivation we may find ways to influence what the subjects want to do, not only how they try to achieve it. In the existing literature, psychological needs that are often emphasized in educational settings are autonomy, competence and social belonging (e.g. Boekaerts, 1999). These all can be met in a classroom that emphasizes exploration, understanding and communication instead of rules, routines and rote learning. However, this requires that all feel safe and perceive that they can contribute to the process. A possible approach to meet all these conditions would be the open approach, and more generally focusing on mathematical processes rather than products (Hannula, 2006). Humor Already Kant (1952) considered the nature of humor. He stated Laughter is the result of expectation which suddenly ends in nothing (p. 199). His classical statement has started considering humor as a mental mechanism resulting in laughter. As another early scientific approach to humor, Freud (1991) divided comic into wit, humor and actually comic. Many kinds of activity, including wit, are directed on reception of pleasure from intellectual processes. A person feels pleasure from suddenly released energy, which is splashed out in the form of laughter. From this perspective already, we can perceive how a good joke can generate a joyful atmosphere and create a positive emotional background of activity. The comic, humorous contents can be reached in various ways and techniques. For example, Veatch (1998) suggests a list of types that are funny: finishing to the point of irrationality, satire, literal understanding of metaphors, irony, ambiguity, word-play, contradiction, discrepancy, excessive rationality and a deviation from the usual. Each of these types of the comic can be expressed as a joke or a problem in math context. As an example of a math contradiction we take a joke, here framed within the world of Winnie the Pooh: Pooh and Piglet sit on a small bench and talk. Eeyore has sent them a box. In the box there are ten sweets and a note. In the note Eeyore tells them to divide them: seven for Pooh and seven for Piglet. Piglet: How is that? I do not understand. What do you think of it?† Pooh: I do not even want to think. But I have already eaten my seven sweets. Humor can also act as means of a psychological discharge, and promote efficiency of pedagogical activity. Suhomlinsky (1975) wrote: I would name laughter as a back side of thinking. To develop ability to laugh in the child, to enhance his sense of humor means to strengthen his intellectual forces, abilities, to teach him to think and to see the world wisely. Grecu (2008) has considered use of humor in teaching. She highlights seven basic functions of humor in pedagogical activity: 1) informatively-cognitive (Opens essential features and properties of subjects and the phenomena. Rejecting standard approaches, the humor bears in itself any discovery), 2) Emotional (the Humor can act as means of creation of creative state of health and as means of emotional support) 3) Motivational (The humor can serve as a stimulator of volitional processes) 4) Communicative (the Person with humor is attractive for people) 5) Developing (Humor promotes development of critical thinking, a sharpness of vision of the world, observation and consequently intellect) 6) Diagnostic (by the laughter maintenance at what the person laughs, it is possible to judge about his merits and demerits) and 7) Regulative (the humor gives the chance to look at oneself from an unexpected angle, allowing self-evaluation). In CheCha method most of these are relevant, the most important functions being on top of the list. Grecu suggest the following techniques for designing of humor for educational tasks. These pedagogical techniques are paradox, finishing to the point of irrationality, comparison by the remote or casual attribute, return comparison, wit of absurd, pseudo-contrast or false opposition, a hint, a self-exposure of own faults, intentional ignoring of things that might cause laughter, and exaggeration of the certain features of behavior. Grecu has offered also classification of means of the comic: 1) word-play based on violation of language norm (carrying of terminology over to a context unusual to it). Consider the following riddle: I am it while I do not know that I am. But I am not it when I know that I am. What am I?† 2) Comparison, authors original neologisms, based on artistic expressive means (double entendre, an ambiguity). Examples are easy for finding in Carrolls books (2006, s. 50): â€Å"Explain yourself!† â€Å"I can’t explain myself.† 3) Paradox, an example being the claim â€Å"I am lying now†. Also Dzemidok (1993) distinguishes several humoristic methods: modification and deformation of the phenomena, unexpected effects and amazing comparisons, disproportion in attitudes and communications between the phenomena, imaginary association of absolutely diverse phenomena, creation of the phenomena which deviate from logic. As an example of the latter method consider the following: There were only 3 students attending a professors lecture in University. Suddenly 5 persons left the room. The professor said: If 2 students enter this room, there is nobody attending. Most types of humor and their techniques could be used at mathematics lessons. Thanks to entertaining tasks and comical contents of the problems the classroom climate promotes a positive interaction between the teacher and students. However, one must be aware that opportunities of humor as pedagogical means have their limits. Grecu (2008) gives several suggestions regarding these limits. She suggests that one should use humor gently and support humor of students. She also warns not to ridicule student’s person, laugh at what the student is not able to correct or change or laugh at an involuntary mistake of the student. Rough joking would indicate lack of customs and disrespect of the student and hence is absolutely unacceptable for the teacher. Moreover, the teacher should avoid being the first to laugh at ones own joke, as it can cause the reaction opposite to expected. Problem solving and open-ended problems Problems are said to be open, if their starting or goal situation is not exactly given and they usually have several correct answers (cf. Pehkonen 2008). Open-ended problems emphasize understanding and creativity (e.g. Nohda, 2000, Stacey 1995). This would not mean lowering the expectations, quite the contrary. 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. This would also lead to more intensive working. Research has shown that problem solving can be engaging and enjoyable for many students, but it does not attract everyone. Schoenfeld (1985) defined an individuals beliefs or mathematical world view as shaping how one engages in problem solving. For example, those who believe that math is no more than repetition of learned routines would be more likely to give up on a novel task than those who believe that inventing is an essential aspect of mathematics. Unfortunately, there are students who do not see the potential for engagement and enjoyment in a math problem. We see humor as a means to engage also those students who do not perceive math problems enjoyable to begin with. STATEMENT OF THE PROBLEM The purpose of this study is to answer the following questions: 1. What mathematical problems are entertaining from the students point of view? 2. How CheCha method influences the atmosphere in mathematics lessons?

Reflection Essay- Role Play of Zenur Levon Negotiation

Reflection Essay- Role Play of Zenur Levon Negotiation Self reflection states about own character, self knowledge, feelings and own thoughts and which part needed to improvement. In other words,Self reflection defines ones own weakness and strengths and about ones own behavior and experience (Neaum, 2012). In this self reflection, I will be explaining about my group experiences, Zenurs plan and how we got a best deal for our company through negotiation process. In this role play we followed the negotiation process steps like planning, discussion, bargaining about proposal offer and closing step. Zenur and Levon were well known companies. Zenur used the interactive model of effectively communication during the negotiation. Both companies had same business market. This negotiation process helped both companies to know about their weakness and strengths. The negotiation of Zenur with Levon went efficiently because both organizations had similar business areas and it was beneficial for both to influence the each others strengths. Zenur got information and data about Levon Company and made plan to achieve their goal and which brought benefit for both companies. In the process of negotiation, we came up with Zenur as a selling company. We discussed about our strategies, data, information, ideas and knowledge which we used during the negotiation to convince Levon Company. Moreover this information helped us to achieve our target. Zenur and Levon discussed their ideas, their company goals, achievements and their future plan with each others while negotiation. Because their share ideas, knowledge and helping each others helps to get a good performance in group activities (Bernstein, 2015). Levon gave three offers to take over Zenur Company which was $350 million with full control and $400 with full control of acquition. Zenur Company CEO (leader) discussed with Finance manager (myself) and we refused this offer because of some valid reason. Levon and Zenur were bargaining and discussed their companies point of view. Both companies agreed with $425 million with 50-50% profit sharing and will keep and give promotion to Zenur staff as we discussed with Levon. After this negotiation, both companies signed written contract and Zenur make sure that Levon will take three months for complete whole process. Zenur used their strategies, skills and styles at the different stages of the negotiation. Zenur meet with their own interests and plan which helped to bring benefits for both companies. In the role play Zenur was able to make their offer better because Zenur focused on their offer and tried to understand Levon current issues and their opinion. Through negotiation and bargaining, Zenur got deal with $425 with 50-50% profit sharing. As a finance manager, I was explained the present position, issues and plans of the Zenur company which will help Zenur and Levon to make their performance better. I was tried to explained companys legal requirement and objectives. I explained why we refused the offer and which are my company requirements? I tried to focus on our company benefits and get a best deal for Zenur. As a finance manager, I was trying to understand the Levons conditions and issues. I was a finance manager who was a one of negotiators of the team, I found some qualities like flexibilities, ability to understand the others point of view and focus on our companys goal. I was able to asked questions and give answers when its needed. I shared my opinions, thoughts and information with others during this process. Because when we working in a group team than every team members have to need to do their best to achieve their group goals and group achievement (DeVito, 2005). Overall, it was a very good experience for me to do work in a group which help me learnt how to communicate with each others. Also we should listen others opinion and ideas and give respect them. Because listening is important this can help us to convey our massage clear to others and helps to make our discussion better (Bernstein, 2015). Moreover as a finance manager learnt how to take a step or discussion immediately in any situation. Moreover, working in group play we can develop our relation with each others and help to make our performance better. I hadnt faced any language barriers in my group. References Bernstein, E. (2015). How active listening makes both participants in a conversation feel better. The wall street journal, 11-13. Cameron, L. (2010). Teaching languages to young  learners. Cambridge: Cambridge University Press. DeVito, J. A. (2005). Essentials of human communication (5th ed.). Boston: Pearson Education. Neaum, S. (2012). Language and literacy ; For the early years. London: Sage Publications Inc.

How Are Automatic Stabilizers Used To Combat Inflation? :: essays research papers

How are Automatic Stabilizers Used to Combat Inflation?   Ã‚  Ã‚  Ã‚  Ã‚  In today's economy, there are devices present called automatic stabilizers. Automatic stabilizers, are mechanisms which aid in the correction of an economic problem without the interference of anyone or anything. They are perhaps most useful to combat demand - pull inflation. Demand - pull inflation, is when prices rise because the economy cannot produce enough goods to satiate the economy. An automatic stabilizer, that is beneficial to combat such a problem, is a progressive tax. A progressive tax, is a tax that becomes a higher rate for each increasing level of gross domestic product. If such a tax is present within the economy, when the society becomes more prosperous, such as in the situation with demand-pull inflation, the citizens are taxed more, therefore decreasing the marginal propensity to consume, and decreasing consumption. The marginal propensity to consume is the fraction of any change in disposable income spent for consumer goods. If this decreases, demand will not be as high above, or even above where the supply is, therefore reducing the demand - pull inflation.   Ã‚  Ã‚  Ã‚  Ã‚  Another way to stabilize demand - pull inflation is to reduce government spendings. Government spendings, are the spending that the government make with the tax revenues, and they add to the gross domestic product. An automatic stabilizer that will lower gross domestic product is welfare. As income rises, there are less people who need welfare, therefore reducing the amount of government spending, and lowering the gross domestic product.   Ã‚  Ã‚  Ã‚  Ã‚  Due to such automatic stabilizers as progressive tax rates and the decrease of government spending due to welfare, therefore a decrease in government borrowing, therefore a decrease in the demand for the dollar, therefore a decrease in the interest rate, which would cause a decrease in the foreign demand for dollar, which would cause the dollar to depreciate, therefore lowering inflation due to a less valuable dollar.

What Is The Price Knowledge :: essays research papers

What Is the Price Knowledge I feel there is a definite need for knowledge in todays society, but there is also a definite point when it has gone too far. It has gone too far by conducting experiments on people without letting them know the consequences and side effects that will place upon them. It has also reached an extreme when the person becomes physically or mentally impaired after the experiments . I see this treatment as both immoral and unethical; there is no reason to harm a normally healthy person for some advancement in scientific knowledge . In doing research for this paper I have found many examples where humans were used as "guinea pigs" or killed. One example of this misconduct was in 1959 it was a common practice for drug companies to provide samples of experimental drugs, to physicians, who were then paid to gather data on their patients taking the drugs. Physicians throughout the country prescribed there drugs to patients without their knowledge or consent as part of this loosely controlled research. Example of this was the drug sedative thalidomide was given to vast number of pregant women and caused thousands of birth defects in newborn infants. Because of this event, the Kefauver - Harris amendmants to food, drug and cosmetic act were passed requiring informal consent be obtained in the testing of these drugs. Another rascality research project was doctors injected live cancer cells into underprivileged elderly patients without their permission. The research went forward without review by the hospital's research committee and over the objections of three physicians consulted, who argued that the proposed subjects were unfit of giving ample consent to participate. The revealing of the experiment served to make both officials and the Board of Regents of the University of the State of New York, aware of the shortcomings of procedures in place to protect human subjects. They were further concerned over the public's reaction to revealing of the research and the impact it would have on research generally and the institutions in particular. After a review the Board of Regents disapproved the researchers. They suspended the licenses of Dr.'s Mandel and Southam, but since delayed the suspension and placed the physicians on probation for one year. Another example took place during World War II. The new field of radiation science was at the center of one of the most ambitious and concealed research efforts the world has known Human radiation experiments. They were undertaken in secret to help understand radiation risks to workers engaged in the development of the atomic bomb. Following the war, the new Atomic Energy

Esquivils Like Water For Cholocate versus Mernissis Dreams of Trespass :: essays research papers

In both Fatima Mernissi’s novel, Dreams of Trespass, and Laura Esquivil’s Like Water for Chocolate, women are oppressed my invisible rules and boundries that are given to them by tradition and society. The female characters in both of these novels are given hardly any freedom and are expected to follow these unwritten laws or they will bring shame upon their families. However, in both of the novels we see that the lead female characters are able to gain power and break the frontiers that oppress them, by using the unwritten laws to their advantage. Ironically, they overcome their oppression by using that that oppresses them to their advantage. In Like Water for Chocolate, the protagonist, Tita, is oppressed by Mexican tradition. In Mexico, the youngest daughter of a family is not allowed to marry because her chief role in life should be to take care of her mother when she is too old to do so herself. Since Tita is the youngest daughter of her family, she is not allowed to marry the man she loves, Pedro, and is forced to spend her life cooking and caring for her mother while Pedro marries her sister. But as the novel goes on, cooking helps her break free from the restraint of her mother and tradition. Cooking is considered to be one for the things that she is oppressed by because she is forced to devote her life to it, but in actuality cooking helps her gain freedom and express emotion. She alters the traditional dinner recopies and is able to create food that is filled with so much passion that it allows her to communicate her love to Pedro. Every time Pedro tastes or smells one of her dishes he becomes overwhelmed with w armth and love. An example of this happening is when Tita prepares stuffed quail shortly after the death of Nacha, the family’s cook. â€Å"He (Pedro) couldn’t help closing his eyes in voluptuous delight and exclaiming ‘It is a dish for the gods’ (Like Water for Chocolate, page 51). Another time when Tita’s cooking strengthens her bond with Pedro is when she is cooking right after Pedro’s son is born. â€Å"Pedro, hearing her from the living room, experienced a sensation that was new to him. The sound of the pans bumping against each other, the smell of the almonds browning in the griddle, the sound of Tita’s melodious voice, singing as she cooked, had kindled his sexual feelings. Esquivil's Like Water For Cholocate versus Mernissi's Dreams of Trespass :: essays research papers In both Fatima Mernissi’s novel, Dreams of Trespass, and Laura Esquivil’s Like Water for Chocolate, women are oppressed my invisible rules and boundries that are given to them by tradition and society. The female characters in both of these novels are given hardly any freedom and are expected to follow these unwritten laws or they will bring shame upon their families. However, in both of the novels we see that the lead female characters are able to gain power and break the frontiers that oppress them, by using the unwritten laws to their advantage. Ironically, they overcome their oppression by using that that oppresses them to their advantage. In Like Water for Chocolate, the protagonist, Tita, is oppressed by Mexican tradition. In Mexico, the youngest daughter of a family is not allowed to marry because her chief role in life should be to take care of her mother when she is too old to do so herself. Since Tita is the youngest daughter of her family, she is not allowed to marry the man she loves, Pedro, and is forced to spend her life cooking and caring for her mother while Pedro marries her sister. But as the novel goes on, cooking helps her break free from the restraint of her mother and tradition. Cooking is considered to be one for the things that she is oppressed by because she is forced to devote her life to it, but in actuality cooking helps her gain freedom and express emotion. She alters the traditional dinner recopies and is able to create food that is filled with so much passion that it allows her to communicate her love to Pedro. Every time Pedro tastes or smells one of her dishes he becomes overwhelmed with w armth and love. An example of this happening is when Tita prepares stuffed quail shortly after the death of Nacha, the family’s cook. â€Å"He (Pedro) couldn’t help closing his eyes in voluptuous delight and exclaiming ‘It is a dish for the gods’ (Like Water for Chocolate, page 51). Another time when Tita’s cooking strengthens her bond with Pedro is when she is cooking right after Pedro’s son is born. â€Å"Pedro, hearing her from the living room, experienced a sensation that was new to him. The sound of the pans bumping against each other, the smell of the almonds browning in the griddle, the sound of Tita’s melodious voice, singing as she cooked, had kindled his sexual feelings.

Analysis of The Catcher in the Rye

The Catcher In The Rye Essay Throughout the book, The Catcher In the Rye, the theme that I saw reoccurring in the novel was the painfulness of growing up. In the book there are many cases of Holden Caulfield trying to resist growing. He does not want to grow up because he’s afraid of the unknown, or what’s coming next in his life. In fact his main goal is to resist maturing. He is scared of the unknown and cannot handle things that are very complicated. He likes it when things are very simple and easily understandable.In the book there are many examples of the theme of the painfulness of growing up in the book. â€Å"I went down by a different staircase, and I saw another â€Å"Fuck you† on the wall. I tried to rub it off with my hand again, but this one was scratched on, with a knife or something. It wouldn’t come off. Its hopeless, anyway. If you had a million years to do it in, you couldn’t rub out even half the â€Å"Fuck you† signs in t he world. Its impossible. † (Salinger 201). This quote shows that Holden wants to protect kids.He is mad that he is not able to stop the kids from getting their innocence taken away. He is also mad because he knows that it is impossible to keep from kids getting their innocence taken away. â€Å"What I have to do, I have to catch everybody if they start to go over the cliff-I mean if theyre running and they don’t look where theyre going I have to come out from somewhere and catch them. That’s all id do all day. Id just be the catcher in the rye and all†(Salinger 98). This shows that Holden wants to save him and other people from growing up one day.Holden is scared of growing up, and also scared of the unknown. He feels like he has a duty to save other people from growing up and maturing. â€Å"Mothers are all slightly insane†(Salinger 176), this shows Holdens belief that all adults are in one way or another phony. This is why he is scared to grow up . He does not want to grow up and become phony like all the adults. The quote also shows his viepoint on all adults. He believes that once you mature you are phony, and he does his best to make sure that he does not become phony.As you can see the theme of the painfulness of growing up is very prevalent throughout The Catcher In The Rye. Holden is very afraid of growing up and is also afraid of the unknown. He also feels that it is his duty to protect others and himself from growing up. Holden believes that every adult is phony and his goal to keep everyone from growing up and becoming phony. The theme of the painfulness of growing up is very important in the book. Works Cited Salinger, J. D. The Catcher in the Rye. Little Brown Books, New York: 1945

Aim In Life Essay

I always feel that one needs to know where one is going in life so that when one reaches the place he can move beyond the horizon set for him. That is why it is essential for every person to have some aim in life. This aim gives people the strength to face obstacles and move the barriers in path to success. Almost every successful human being in history had a dream, which became the driving force that took them to the pinnacle of success. The aims of these people were to make the dream a reality. Henry Ford’ s aim was to make the motor car within the reach of the common people and today Ford is one of the biggest car manufacturers in the whole world. In Bangladesh, Dr. Yunus’s aim to bring credit facility to the poorest people in the country saw the birth of now world famous Grameen Bank I also have an aim in life. My aim is to own a business organization that-opens up opportunities to young people of the country. Helping them to get established in their own ventures with the right support by training them, helping them obtain capital and any other support they may need. I will try to encourage people to become entrepreneurs and such an organization will go a long way in encouraging people to take up the path of business. To fulfill my aim I want to get a degree in business administration as I feel this will equip me with the right attitude and knowledge. Then I intend to work in different reputed organizations to orient myself with the structure and workings of companies. I feel that, with the right education and work experience along with the right type of network. I will one day be able to reach my aim in life and then maybe go beyond that towards an even broader horizon.