Humor in mathematics teaching

HUMOR: OUR VIEW FOR MATHEMATICS TEACHING Our assumptions and context. Process humor and be able to produce is clearly a sign of intelligence, revealing, when done well, complex reasoning. Humor has an important social role, assuming as a cognitive experience that as well as creating a sense of well-being, predisposes people to work and can improve the productivity of that work. Mathematics is a discipline in which the reasoning occupies a very prominent place, both as a science as a school area. At the same time, students' interest for mathematics is not always the same and some have initially not very favorable feelings (Toh, 2009; Wanzer, Frymier & Irwin, 2010). Recent curriculum changes to the teaching of mathematics have been, in most countries of the world, showing the need for students to develop skills of critical nature, such as communication, thinking and problem solving along with the acquisition of mathematical knowledge. Also in Portugal, it is claimed the importance of promoting learning that combine the construction of mathematical knowledge with its use, when performing mathematical tasks and communicating mathematical ideas and mathematical reasoning. In the early years of schooling, corresponding to primary education in many countries, the use of texts such as short stories or comics, from which we can develop challenging mathematical tasks, is reported in the literature as having potential to promote learning specified in curricular documents (Wanzer, Frymier., & Irwin, 2010). In particular, some texts focus on mathematical topics in a humorous way and to be understood, students must develop their mathematical competence. The development of mathematical tasks from stories and other humorous presents big challenges to teachers (Flores & Moreno, 2011). Our questions. In this context, we put some questions: Primary teachers use in their classes tasks or situations that present, in a humorous way, mathematical ideas? What resources do they use? Also: How to select, adapt or build texts and tasks which have, in a humorous way, mathematical ideas with didactic potential for education in the early years of schooling? If the resources for this purpose have been produced and if teachers have been sensitized for their use, are they able to integrate them in their classes? Our intentions. This research project seeks to address these questions, focused on: (i ) assessment of teachers’ practices and underlying knowledge, resources available for the use of texts with mathematical ideas presented in a humorous way; (ii) selection, adaptation and construction of mathematical tasks from texts that present, in a humorous way, mathematical ideas with didactic potential in education for the early years of schooling; and ( iii ) integration and use, by primary school teachers, of texts that present , in a humorous way, contexts for the teaching of mathematics. So, the project is organized into three tasks and as a methodological design that combines qualitative elements with quantitative elements, the first one prevailing.

The Way We Mourned

The five short stories in this collection illustrate the insistence of the imagination in a foreign country. The protagonists deal with loss and exile of the human spirit, as well as language. In “View of the Taft Bridge”, a Chinese painter befriends a panda in the National Zoo in America’s capital. In “Early June before the Millennium”, an illicit student and teacher relationship unveils a painful history of the 1989 Tiananmen Square massacre. An adopted teenager finds her life unraveled at the presence of a new tenant who shares her ethnicity in “Girl in the Basement”. And the inertia of a housewife drives her desire to become a house cat, in “Catwoman”, until dream and reality become interchangeable. In “The Way We Mourned”, betrayal and memorial are closely knit in the wake of a close friend’s death. These stories search for connections to bridge “self” and “other”, as well as one’s present with a haunting past.

Wondrous transformations: rereading and rewriting wonder in contemporary anglophone and francophone fairy tales

This thesis compares contemporary anglophone and francophone rewritings of traditional fairy tales for adults. Examining material dating from the 1990s to the present, including novels, novellas, short stories, comics, televisual and filmic adaptations, this thesis argues that while the revisions studied share similar themes and have comparable aims, the methods for inducing wonder (where wonder is defined as the effect produced by the text rather than simply its magical contents) are diametrically opposed, and it is this opposition that characterises the difference between the two types of rewriting. While they all engage with the hybridity of the fairy-tale genre, the anglophone works studied tend to question traditional narratives by keeping the fantasy setting, while francophone works debunk the tales not only in relation to questions of content, but also aesthetics. Through theoretical, historical, and cultural contextualisation, along with close readings of the texts, this thesis aims to demonstrate the existence of this francophone/anglophone divide and to explain how and why the authors in each tradition tend to adopt such different views while rewriting similar material. This division is the guiding thread of the thesis and also functions as a springboard to explore other concepts such as genre hybridity, reader-response, and feminism. The thesis is divided into two parts; the first three chapters work as an in-depth literature review: after examining, in chapters one and two, the historical and contemporary cultural field in which these works were created, chapter three examines theories of fantasy and genre hybridity. The second part of the thesis consists of textual studies and comparisons between francophone and anglophone material and is built on three different approaches. The first (chapter four) looks at selected texts in relation to questions of form, studying the process of world building and world creation enacted when authors combine and rewrite several fairy tales in a single narrative world. The second (chapter five) is a thematic approach which investigates the interactions between femininity, the monstrous, and the wondrous in contemporary tales of animal brides. Finally, chapter six compares rewritings of the tale of ‘Bluebeard’ with a comparison hinged on the representation of the forbidden room and its contents: Bluebeard’s cabinet of wonder is one that he holds sacred, one where he sublimates his wives’ corpses, and it is the catalyst of wonder, terror, and awe. The three contextual chapters and the three text-based studies work towards tracing the tangible existence of the division postulated between francophone and anglophone texts, but also the similarities that exist between the two cultural fields and their roles in the renewal of the fairy-tale genre.

L'impact de la création littéraire, en contexte d'aide, sur la symptomatologie psychophysiologique d'adolescents atteints d'une maladie chronique : étude interdisciplinaire et exploratoire

Thèse réalisée dans le cadre d'un Ph.D.interdisciplinaire en Psychologie, en création littéraire et en orthopédagogie. L'impact de la création littéraire a été étudié chez des adolescents atteints d'une maladie chronique au CHU Sainte-Justine de Montréal. Cette recherche est exploratoire car la création littéraire n'a jamais été étudiée dans cette perspective. Elle a été réalisée sous la direction de Catherine Mavrikakis, professeure et écrivain à la Faculté des arts et sciences au Département des littératures francophones de l'Université de Montréal et de Jean-François Saucier, psychiatre et anthropologue à la Faculté de médecine au Département de psychiatrie de l'Université de Montréal et chercheur au CHU Sainte-Justine. Interdisciplinary Study.

Influence du vieillissement et de la scolarité sur la compréhension du discours : apport de l’imagerie optique

La compréhension du discours, et son évolution au cours du vieillissement, constitue un sujet d’une grande importance par sa complexité et sa place dans la préservation de la qualité de vie des aînés. Les objectifs de cette thèse étaient d’évaluer l’influence du vieillissement et du niveau de scolarité sur les capacités de compréhension du discours et sur l’activité cérébrale s’y rattachant. Pour ce faire, trois groupes (jeunes adultes ayant un niveau universitaire de scolarité, personnes âgées ayant un niveau universitaire de scolarité et personnes âgées ayant un niveau secondaire de scolarité) ont réalisé une tâche où ils devaient lire de courtes histoires, puis estimer la véracité d’une affirmation concernant cette histoire. Les capacités de compréhension correspondant aux traitements de trois niveaux du modèle de construction-intégration de Kintsch (la microstructure, la macrostructure et le modèle de situation) ont été évaluées. L’imagerie optique (NIRS) a permis d’estimer les variations d’oxyhémoglobine (HbO) et de déoxyhémoglobine (HbR) tout au long de la tâche. Les résultats ont démontré que les personnes âgées étaient aussi aptes que les plus jeunes pour rappeler la macrostructure (essentiel du texte), mais qu’ils avaient plus de difficulté à rappeler la microstructure (détails) et le modèle de situation (inférence et intégration) suite à la lecture de courts textes. Lors de la lecture, les participants plus âgés ont également montré une plus grande activité cérébrale dans le cortex préfrontal dorsolatéral gauche, ce qui pourrait être un mécanisme de compensation tel que décrit dans le modèle CRUNCH. Aucune différence significative n’a été observée lors de la comparaison des participants âgés ayant un niveau universitaire de scolarité et ceux ayant un niveau secondaire, tant au niveau des capacités de compréhension que de l’activité cérébrale s’y rattachant. Les deux groupes ont cependant des habitudes de vie stimulant la cognition, entre autres, de bonnes habitudes de lecture. Ainsi, ces habitudes semblent avoir une plus grande influence que l’éducation sur les performances en compréhension et sur l’activité cérébrale sous-jacente. Il se pourrait donc que l’éducation influence la cognition en promouvant des habitudes favorisant les activités cognitives, et que ce soit ces habitudes qui aient en bout ligne un réel impact sur le vieillissement cognitif.

O processo criativo e a personalidade criadora : um estudo da poética de Anaïs Nin no poema em prosa A Casa do Incesto

Tese (doutorado)—Universidade de Brasília, Instituto de Letras, Programa de Pós-Graduação em Literatura, 2016.

The Case for Teaching Culture through Neglected Authors: Carmen de Burgos and the Generation of '98

Teóricos del campo de la lingüística aplicada sostienen que para estudiantes de segunda lengua, la adquisición de la competencia cultural mejora por el uso de obras literarias. Aquí se propone que al integrar en la clase autores olvidados o marginados se ponen de relieve las ambigüedades, diferencias y contrastes presentes en la cultura predominante. Se ilustra cómo, en dos cuentos cortos de Carmen de Burgos, se plantea el problema de la mujer con todo lo complejo del tema, asunto casi pasado por alto por los autores incluidos en la Generación del '98.Applied linguistics theorists maintain that the acquisition of cultural competence by second-Ianguage students is enhanced through the use of literary works. The proposition of the present article is that by incorporating neglected or marginal authors i n the classroom, the ambiguities, differences and contrasts present in the predominant culture are highlighted. Through the study of two short stories by Carmen de Burgos, the woman question, a subject largely ignored by the Generation of 1898 writers, is set out in all of its complexity.

La literatura de la neo-violencia en Colombia : manifestaciones thanáticas en el siglo XXI

La rédaction de ce mémoire a été possible grâce à la bourse d’études supérieures du Canada (BESC M), Joseph-Armand-Bombardier du Centre de Recherche en Sciences Humaines (CRSH) du gouvernement du Canada, 2015.

La literatura de la neo-violencia en Colombia : manifestaciones thanáticas en el siglo XXI

La rédaction de ce mémoire a été possible grâce à la bourse d’études supérieures du Canada (BESC M), Joseph-Armand-Bombardier du Centre de Recherche en Sciences Humaines (CRSH) du gouvernement du Canada, 2015.

Roepa-roepa Tjerita Pendek

Contains short stories (1) Oetang, Moesti Bajar, (2) Satoe Penoeloeng Boeat Rome, (3) Go Hauw Tjoe, (4) Siauw Hoen, (5) Tjoe Siauw Peng, (6) Tji In Sian, (7) Satoe Perdjandjian, (8) Doea Orang jang Berhati Djoedjoer

Accudire l’umanità. Proposta di traduzione, analisi e commento del racconto breve di fantascienza cinese Shanyang Renlei di Liu Cixin.

The main topic of this thesis is the italian translation from Chinese of the 2005 short science fiction story, Shanyang Renlei 赡养人类 (known as For the Benefit of Mankind/The Wages of Humanity in English), by Liu Cixin 刘慈欣, the leading figure in contemporary Chinese science fiction, and the analysis of the major problems and challenges encountered during the translation. In terms of its internal structure, the thesis is divided into four chapters. The first chapter is an introduction both for science fiction enthusiasts and laypersons. Thus, it starts with the very concept of “science fiction”; then it analyzes some of the most relevant definitions of the genre throughout the years, with particular attention to the one proposed by Darko Suvin; lastly, it presents a brief but thorough excursus that goes all the way through the origins and development of science fiction in the West and of kehuan xiaoshuo in China, so that the readers can have a glimpse into their similarities and differ-ences as they evolved. The second chapter focuses on Liu Cixin himself and his works. After a short account of the novels and short stories that are considered the most representative of the three creative phases of his career as a science fiction author, with a section dedicated to his opus magnum, the trilogy Diqiu Wangshi 地球往事 (Remembrance of Earth’s Past), the chapter then goes on to analyze the most characteristic features and themes of his narrative style. The chapter ends with a detailed description of the plot of Shanyang Renlei and an in-depth look at the thematic content of the story. Chapters Three and Four presents, respectively, the Italian translation of the short story, and the thorough analysis of some of the most interesting and challenging issues that have arisen during the translation, along with an illustration of the corresponding strategies and solutions.

Diagnostic yield of short-term video-EEG monitoring for epilepsy and PNESs: a European assessment.

INTRODUCTION: Although long-term video-EEG monitoring (LVEM) is routinely used to investigate paroxysmal events, short-term video-EEG monitoring (SVEM) lasting <24 h is increasingly recognized as a cost-effective tool. Since, however, relatively few studies addressed the yield of SVEM among different diagnostic groups, we undertook the present study to investigate this aspect. METHODS: We retrospectively analyzed 226 consecutive SVEM recordings over 6 years. All patients were referred because routine EEGs were inconclusive. Patients were classified into 3 suspected diagnostic groups: (1) group with epileptic seizures, (2) group with psychogenic nonepileptic seizures (PNESs), and (3) group with other or undetermined diagnoses. We assessed recording lengths, interictal epileptiform discharges, epileptic seizures, PNESs, and the definitive diagnoses obtained after SVEM. RESULTS: The mean age was 34 (±18.7) years, and the median recording length was 18.6 h. Among the 226 patients, 127 referred for suspected epilepsy - 73 had a diagnosis of epilepsy, none had a diagnosis of PNESs, and 54 had other or undetermined diagnoses post-SVEM. Of the 24 patients with pre-SVEM suspected PNESs, 1 had epilepsy, 12 had PNESs, and 11 had other or undetermined diagnoses. Of the 75 patients with other diagnoses pre-SVEM, 17 had epilepsy, 11 had PNESs, and 47 had other or undetermined diagnoses. After SVEM, 15 patients had definite diagnoses other than epilepsy or PNESs, while in 96 patients, diagnosis remained unclear. Overall, a definitive diagnosis could be reached in 129/226 (57%) patients. CONCLUSIONS: This study demonstrates that in nearly 3/5 patients without a definitive diagnosis after routine EEG, SVEM allowed us to reach a diagnosis. This procedure should be encouraged in this setting, given its time-effectiveness compared with LVEM.

Pea-barley intercropping and short-term subsequent crop effects across European organic cropping conditions

Grain legumes are known to increase the soil mineral nitrogen (N) content, reduce the infection pressure of soil borne pathogens, and hence enhance subsequent cereals yields. Replicated field experiments were performed throughout W. Europe (Denmark, United Kingdom, France, Germany and Italy) to asses the effect of intercropping pea and barley on the N supply to subsequent wheat in organic cropping systems. Pea and barley were grown either as sole crops at the recommended plant density (P100 and B100, respectively) or in replacement (P50B50) or additive (P100B50) intercropping designs. In the replacement design the total relative plant density is kept constant, while the additive design uses the optimal sole crop density for pea supplementing with 'extra' barley plants. The pea and barley crops were followed by winter wheat with and without N application. Additional experiments in Denmark and the United Kingdom included subsequent spring wheat with grass-clover as catch crops. The experiment was repeated over the three cropping seasons of 2003, 2004 and 2005. Irrespective of sites and intercrop design pea-barley intercropping improved the plant resource utilization (water, light, nutrients) to grain N yield with 25-30% using the Land Equivalent ratio. In terms of absolute quantities, sole cropped pea accumulated more N in the grains as compared to the additive design followed by the replacement design and then sole cropped barley. The post harvest soil mineral N content was unaffected by the preceding crops. Under the following winter wheat, the lowest mineral N content was generally found in early spring. Variation in soil mineral N content under the winter wheat between sites and seasons indicated a greater influence of regional climatic conditions and long-term cropping history than annual preceding crop and residue quality. Just as with the soil mineral N, the subsequent crop response to preceding crop was negligible. Soil N balances showed general negative values in the 2-year period, indicating depletion of N independent of preceding crop and cropping strategy. It is recommended to develop more rotational approaches to determine subsequent crop effects in organic cropping systems, since preceding crop effects, especially when including legumes, can occur over several years of cropping.