Does humour relieve Mathematics anxiety and make your brain better?: From laboratory to classroom research

Abstract

The use of humour in teaching Mathematics can reduce anxiety that leads student to feel tension, apprehension, and fear of situations involving mathematics. The current study investigated the use of humour in teaching Mathematics and how it can reduce math anxiety. This study employs a mixed – method design which are quantitative for a survey method (n=344) and qualitative method for participant’s interview (n=6). The quantitative survey used was a questionnaire to measure students’ perceptions and preferences on the use of humour by their Mathematic teacher. However, qualitative data were collected based on semi- structured interviews on how the use of humour in teaching mathematics decrease math anxiety. The quantitative findings indicate that there is a gap between students’ preferences on the use of humour with humour practice of teachers in class. The findings indicate that students reported humour in learning mathematics is able to reduce math anxiety. Moreover, qualitative findings illustrate that humour creates a positive classroom atmosphere, influences positive emotions, funny and cheerfull teachers’ towards students. This study uses the neuroscience research perspective to support findings that the use of humor in classroom will stimulate positive hormones and enchance brain neurons activity. These results draw attention to the need for further reseach, intergrating neuroimaging method to measure the effect of humor to neurocognition and anxiety. In conclusion, this study provides insight for teachers to highlight the use of humour in teaching mathematics and proves to be a very effective learning tool that can decrease math anxiety.