Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking

Ligia Stella Quemba Plazas

doi:doi:10.11648/j.sjedu.20231104.11

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Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking

Ligia Stella Quemba Plazas

Published in Science Journal of Education (Volume 11, Issue 4)

Received: 9 August 2022 Accepted: 2 December 2022 Published: 6 July 2023

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Abstract

The research project, Magic, humor and creativity in the classroom to enhance mathematical thinking is a didactic strategy that allows deep reflection in the classroom, to enhance mathematical thinking in students, using humor and magic as activators of creativity, taking creativity from the child's relationship with the context. When the student is stimulated thinking and creativity solves mathematical problems and problems of situations of daily life, with this strategy it is intended to propose models that contribute to provide propitious and meaningful spaces based on a mathematical training not only cognitive, but reflective, responsible, updated, critical and coherent, that goes beyond the contents, from a contextualized reality. With the purpose that the student develops skills of imagining, proposing and transforming, thus having the ability to devise something new to solve a specific mathematical situation in an innovative and different way, capable of analyzing situations of everyday life, drawing their own conclusions that allow them to understand, understand, evaluate, question and make sense to what surrounds him, in order to act more intelligently, developing socio-emotional skills, and at the same time from mathematics to form competent citizens who bring significant changes to society.

Published in	Science Journal of Education (Volume 11, Issue 4)
DOI	10.11648/j.sjedu.20231104.11
Page(s)	117-121
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mathematical Thinking, Creativity, Humor and Magic

References

[1]	Llinares S (2011). The development of a scheme to characterize teaching competence by "looking with meaning" at students' mathematical thinking. In Research in Mathematics Education XV (pp. 351-360).
[2]	Molina, M (2006). Development of relational thinking and understanding of the equal sign by third-year primary school students. Doctoral thesis University of Granada.
[3]	Csikszentmihalyi, M. 1988a: Sociality, culture and person: a systems view of creativity. En R. J.
[4]	Elliot (1981) Action Research in Education.
[5]	Conde (2016) Article magic and Education p. 6.
[6]	Cantoral (2002), visualization and mathematical thinking. Acta latinoamericana de Matemáticas Educativa.
[7]	Llinares, A. Z., & de la Vega, M. L. C. (2013). How teaching students interpret students' mathematical thinking about the process of generalization. In Research in Mathematics Education XVII (pp. 535-544). Publications Service.
[8]	C Pérez, V Gardey - PLAZA PÚBLICA. Journal of Work.
[9]	Piaget, J. (1973). The formation of the symbol in the child. Fondo de cultura económica.
[10]	Llinares, A. Z., & de la Vega, M. L. C. (2013). In Research in Mathematics Education XVII (pp. 535-544).
[11]	CANTORAL, R. (2000). The future of infinitesimal calculus: ICME 8, Seville, Spain. Mexico: Editorial Iberoamérica.
[12]	CJ Luque - 2002 - funes.uniandes.edu.co.
[13]	Ausbell (1963) ignificative learning theory.
[14]	Freud, S. (1963). Humour. The International Journal of Psychoanalysis, https://psycnet.apa.org/record/1928-01858-001
[15]	Piaget citado por Journal, of Research in Science Teaching, 1964.
[16]	Taylor (1971). Lateral thinking. Editorial Paidós, Barcelona.
[17]	De Bono, E. (1986). Lateral thinking. Editorial Paidós, Barcelona.
[18]	Suárez, M. (2010). Magic and a new pedagogical relationship with childhood. Praxis & Saber, 1 (2), 43-66. https://doi.org/10.19053/22160159.1098
[19]	Freire, Paulo. (1976). Education and change. Buenos Aires: Búsqueda-Cedalec.

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Ligia Stella Quemba Plazas. (2023). Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking. Science Journal of Education, 11(4), 117-121. https://doi.org/10.11648/j.sjedu.20231104.11

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ACS Style

Ligia Stella Quemba Plazas. Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking. Sci. J. Educ. 2023, 11(4), 117-121. doi: 10.11648/j.sjedu.20231104.11

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AMA Style

Ligia Stella Quemba Plazas. Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking. Sci J Educ. 2023;11(4):117-121. doi: 10.11648/j.sjedu.20231104.11

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@article{10.11648/j.sjedu.20231104.11,
  author = {Ligia Stella Quemba Plazas},
  title = {Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking},
  journal = {Science Journal of Education},
  volume = {11},
  number = {4},
  pages = {117-121},
  doi = {10.11648/j.sjedu.20231104.11},
  url = {https://doi.org/10.11648/j.sjedu.20231104.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231104.11},
  abstract = {The research project, Magic, humor and creativity in the classroom to enhance mathematical thinking is a didactic strategy that allows deep reflection in the classroom, to enhance mathematical thinking in students, using humor and magic as activators of creativity, taking creativity from the child's relationship with the context. When the student is stimulated thinking and creativity solves mathematical problems and problems of situations of daily life, with this strategy it is intended to propose models that contribute to provide propitious and meaningful spaces based on a mathematical training not only cognitive, but reflective, responsible, updated, critical and coherent, that goes beyond the contents, from a contextualized reality. With the purpose that the student develops skills of imagining, proposing and transforming, thus having the ability to devise something new to solve a specific mathematical situation in an innovative and different way, capable of analyzing situations of everyday life, drawing their own conclusions that allow them to understand, understand, evaluate, question and make sense to what surrounds him, in order to act more intelligently, developing socio-emotional skills, and at the same time from mathematics to form competent citizens who bring significant changes to society.},
 year = {2023}
}

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T1  - Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking
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Author Information

Ligia Stella Quemba Plazas

Faculty of Education Sciences, Pedagogical and Technological University of Colombia, Tunja City, Colombia

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APA Style

Ligia Stella Quemba Plazas. (2023). Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking. Science Journal of Education, 11(4), 117-121. https://doi.org/10.11648/j.sjedu.20231104.11

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ACS Style

Ligia Stella Quemba Plazas. Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking. Sci. J. Educ. 2023, 11(4), 117-121. doi: 10.11648/j.sjedu.20231104.11

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AMA Style

Ligia Stella Quemba Plazas. Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking. Sci J Educ. 2023;11(4):117-121. doi: 10.11648/j.sjedu.20231104.11

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@article{10.11648/j.sjedu.20231104.11,
  author = {Ligia Stella Quemba Plazas},
  title = {Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking},
  journal = {Science Journal of Education},
  volume = {11},
  number = {4},
  pages = {117-121},
  doi = {10.11648/j.sjedu.20231104.11},
  url = {https://doi.org/10.11648/j.sjedu.20231104.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231104.11},
  abstract = {The research project, Magic, humor and creativity in the classroom to enhance mathematical thinking is a didactic strategy that allows deep reflection in the classroom, to enhance mathematical thinking in students, using humor and magic as activators of creativity, taking creativity from the child's relationship with the context. When the student is stimulated thinking and creativity solves mathematical problems and problems of situations of daily life, with this strategy it is intended to propose models that contribute to provide propitious and meaningful spaces based on a mathematical training not only cognitive, but reflective, responsible, updated, critical and coherent, that goes beyond the contents, from a contextualized reality. With the purpose that the student develops skills of imagining, proposing and transforming, thus having the ability to devise something new to solve a specific mathematical situation in an innovative and different way, capable of analyzing situations of everyday life, drawing their own conclusions that allow them to understand, understand, evaluate, question and make sense to what surrounds him, in order to act more intelligently, developing socio-emotional skills, and at the same time from mathematics to form competent citizens who bring significant changes to society.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Magic, Humor and Creativity in the Classroom to Enhance Mathematical Thinking
AU  - Ligia Stella Quemba Plazas
Y1  - 2023/07/06
PY  - 2023
N1  - https://doi.org/10.11648/j.sjedu.20231104.11
DO  - 10.11648/j.sjedu.20231104.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 117
EP  - 121
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20231104.11
AB  - The research project, Magic, humor and creativity in the classroom to enhance mathematical thinking is a didactic strategy that allows deep reflection in the classroom, to enhance mathematical thinking in students, using humor and magic as activators of creativity, taking creativity from the child's relationship with the context. When the student is stimulated thinking and creativity solves mathematical problems and problems of situations of daily life, with this strategy it is intended to propose models that contribute to provide propitious and meaningful spaces based on a mathematical training not only cognitive, but reflective, responsible, updated, critical and coherent, that goes beyond the contents, from a contextualized reality. With the purpose that the student develops skills of imagining, proposing and transforming, thus having the ability to devise something new to solve a specific mathematical situation in an innovative and different way, capable of analyzing situations of everyday life, drawing their own conclusions that allow them to understand, understand, evaluate, question and make sense to what surrounds him, in order to act more intelligently, developing socio-emotional skills, and at the same time from mathematics to form competent citizens who bring significant changes to society.
VL  - 11
IS  - 4
ER  -

Copy | Download