Year: 2025
Type: article
Abstract: Humor serves as a powerful pedagogical strategy in mathematics education, addressing challenges such as student anxiety, low engagement, and fear of failure. This paper examines four humor categories—universal jokes, cultural humor, advanced mathematical wit, and interdisciplinary humor. It then shows how each enhances cognition, emotion, and social engagement. Humor helps demystify abstract concepts, improve memory retention, and foster critical and creative thinking. Drawing on extensive research and over 40 years of personal teaching experience across diverse educational contexts, the author demonstrates humor's role in creating supportive, collaborative, and engaging learning environments. However, effective integration requires cultural sensitivity, task relevance, and teacher preparedness. The paper offers recommendations for professional development and future research, focusing on humor's long-term impact and its effectiveness for diverse learners. Ultimately, humor emerges not merely as entertainment but as a strategic pedagogical tool, enhancing student participation, resilience, and a lasting appreciation for mathematics in both K–12 and higher-ed contexts.
Author: Dr. Mark Applebaum
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4410500306