Teaching and Learning Mathematics for Understanding, Enjoyment and Everyday Life Experiences

This chapter expresses the views of a teacher-researcher who advocates and argues for the use of humor in the classroom setting, especially in the mathematics classroom. While existing research based literature has shown the use of humor to be promising and encouraging effecting teaching and learning tool, very little instructional humor or classroom humor–an appropriate type of humor often related to the content materials being discussed–has been used in the classroom setting–especially in the mathematics classrooms. The chapter explores, surveys and highlights ways in which the existing-related literature about the effective and appropriate use of humor in the classroom setting can be implemented in practice, especially in the teaching and learning of mathematics, in this challenging era of the increasingly rapid technological advancements referred to as 21th century technological revolution or the re-engineering of industrial education 5.0 relative to STEM subjects study areas. The use of humor as teaching and learning tool in the classroom setting has been shown to have so many associated benefits ranging from but not limited to a conducive-relaxed learning environment, enhanced students’ learning experience, motivating and inspiring the students to learn more and even the improvement of student-teacher classroom rapport, just to mention a few. Hence, the literature recommends that classroom teachers should make more use of humor as an effective teaching and learning tool, especially the contextualized-appropriate humor types that are related to the content materials being discussed

Types of Humour Categories Used to Generate and Maintain Interest in Mathematics Among Secondary School Students in South Sudan’s Displaced and Re-settled Communities

While there has been appreciable consensus among humour researchers as well as classroom teachers that the use of humour in the classroom setting can be an effective teaching tool, there is still, however, a dearth of literature available that classroom practitioners could use as a guide in actual practice. Most of the literature currently available tends to address the potential use of classroom humour in general, and does not go into the specifics of exactly “what types of humour forms” are effective. This article addresses this question in the context of a secondary school mathematics classroom in South Sudan’s displaced and re-settled communities, where the lesson plans used in the intervention were infused and laced with instructional humour–humour related to the mathematics concepts being discussed–for the purpose of generating and maintaining student interest in mathematics. Using a researcher constructed observation sheet (RCOS) as the research instrument for capturing the desired qualitative data, five specific literature recommended humour types or categories (namely: mathematical jokes, puns, riddles, related stories and funny-multiple choice items) were used and identified as the ones that generated and maintained interest among the South Sudanese secondary school students. Classroom teachers who would like to use classroom humour for the purpose of motivating and inspiring their students may find the information contained in this article useful, as a practical-reference classroom guide

Humour-Supported Instructional Approach: A Method for Generating and Maintaining Interest in Mathematics for Secondary School Students in South Sudan Re-settled Communities

This article reports the findings from the main study that investigated relative effects of an instructional approach aimed at generating and maintaining interest in mathematics for secondary school students living in South Sudan’s displaced and re-settled communities. The study compared interest-generating effects of two different instructional approaches on two groups of Grade 11 students over a twelve-week period. While the Humour-supported Instructional Approach (H-SIA) was applied to the experimental group (E-group; n = 53), the control group (C-group; n = 59) was taught using Regular Instructional Approach (RIA). No significant differences were found in the two approaches’ effects in generating and maintaining interest. A four (4) week pilot study conducted prior to the main study produced similar results. However, some new insights from the main study suggest that teachers’ teaching traits play a heavier and more central role in both methods than had been initially realised. This led to the conclusion that the two methods (H-SIA and RIA) have similar effects on learner interest. The equivalence appears strongly dependent on the teachers’ teaching traits, characteristics and teaching qualities for marshalling teachers’ teaching techniques or strategies which include humour into their pedagogical toolkit. H-SIA method, however, is more recommended because the literature indicates-and this is confirmed in this study-that the use of humour in the classroom setting provides students with additional reason, motivation and inspiration to learn

Gender dimorphism and age of onset in malignant peripheral nerve sheath tumor preclinical models and human patients.

BackgroundGender-based differences in disease onset in murine models of malignant peripheral nerve sheath tumor (MPNST) and in patients with Neurofibromatosis type-1-(NF-1)-associated or spontaneous MPNST has not been well studied.MethodsForty-three mGFAP-Cre+;Ptenloxp/+;LSL-K-rasG12D/+ mice were observed for tumor development and evaluated for gender disparity in age of MPNST onset. Patient data from the prospectively collected UCLA sarcoma database (1974-2011, n = 113 MPNST patients) and 39 published studies on MPNST patients (n = 916) were analyzed for age of onset differences between sexes and between NF-1 and spontaneous MPNST patients.ResultsOur murine model showed gender-based differences in MPNST onset, with males developing MPNST significantly earlier than females (142 vs. 162 days, p = 0.015). In the UCLA patient population, males also developed MPNST earlier than females (median age 35 vs. 39.5 years, p = 0.048). Patients with NF-1-associated MPNST had significantly earlier age of onset compared to spontaneous MPNST (median age 33 vs. 39 years, p = 0.007). However, expanded analysis of 916 published MPNST cases revealed no significant age difference in MPNST onset between males and females. Similar to the UCLA dataset, patients with NF-1 developed MPNST at a significantly younger age than spontaneous MPNST patients (p < 0.0001, median age 28 vs. 41 years) and this disparity was maintained across North American, European, and Asian populations.ConclusionsAlthough our preclinical model and single-institution patient cohort show gender dimorphism in MPNST onset, no significant gender disparity was detected in the larger MPNST patient meta-dataset. NF-1 patients develop MPNST 13 years earlier than patients with spontaneous MPNST, with little geographical variance

Views of South Sudanese Secondary School Teachers about the Use of Humour in the Mathematics Classroom

This chapter reports the views of South Sudanese secondary school teachers about the use of humour in the mathematics classroom as a teaching and learning tool. The use of humour as a pedagogical toolkit in a mathematics classroom is something that has not yet been seriously or widely considered and how the teachers, especially South Sudanese teachers, would react to the use of humour in the classroom was not yet known. An opinion survey containing six (6) close-ended questionnaire items or statements related to the use of humour in the classroom was distributed to ten (10) secondary schools located within and around Juba city. About sixty-five (65) South Sudanese secondary school teachers responded to the survey. Posed was a research question intended to explore the general views, attitudes, or opinions of South Sudanese secondary school teachers: What do South Sudanese secondary school teachers think about the use of Humour-Supported Instructional Approach (H-SIA), a proposed-alternative method of teaching and learning mathematics at secondary school level? Findings of this opinions survey indicate that South Sudanese secondary school teachers’ overall average views are positive toward the use of humour in the classroom setting. The average majority of the surveyed secondary school teachers appeared keen and seemed eager to welcome experimentation with new ways of teaching and learning in the classroom. Hence, it is recommended that classroom teachers be always encouraged and allowed a certain degree of freedom to explore and try out new ways of teaching and learning. It is suggested, however, that teachers be first provided with necessary proper training about how to use humour appropriately, effectively, and creatively in the classroom environments

NTRK3 overexpression in undifferentiated sarcomas with YWHAE and BCOR genetic alterations

The BCOR family of tumors includes a number of undifferentiated sarcomas, occurring in various age groups and anatomic sites, characterized by a spindle and round cell phenotype and diffuse immunoreactivity for BCOR. Prior RNA sequencing data revealed that NTRK3 was a top-upregulated gene in BCOR-CCNB3 sarcomas. In this study, we investigate a large cohort of tumors harboring BCOR/YWHAE genetic alterations for NTRK3 upregulation at both the mRNA and protein levels, compared with other sarcoma types. Pan-Trk immunohistochemistry was assessed for intensity and extent. A correlation between NTRK3 expression and the type of BCOR alteration and BCOR immunoreactivity was also performed. Most soft tissue undifferentiated round cell sarcomas with YWHAE or BCOR rearrangements or BCOR internal tandem duplications (ITD) showed NTRK3, but not NTRK1 or NTRK2, upregulation by RNA sequencing data analysis. Cytoplasmic pan-Trk immunoreactivity was also observed in most soft tissue round cell sarcomas with YWHAE rearrangements (100%), BCOR ITD (80%), and BCOR-CCNB3 fusions (67%), as well as clear cell sarcomas of kidney (75%), another BCOR family tumor, and ossifying fibromyxoid tumors with ZC3H7B-BCOR fusion (100%), with variable staining intensity and extent. Pan-Trk staining was also seen in solitary fibrous tumors (100%) and less frequently in synovial sarcoma and Ewing sarcoma, but rarely in other sarcomas tested. Tumors harboring rare fusion variants of BCOR, such as BCOR-CHD9, a novel fusion identified by targeted RNA sequencing, and KMT2D-BCOR, were also positive for pan-Trk staining and NTRK3 overexpression. In conclusion, NTRK3 upregulation resulting in pan-Trk overexpression is common in the BCOR family of tumors as well as in subsets of BCOR-expressing sarcomas through alternative mechanisms. The therapeutic implication of this finding awaits further investigation

FDG-PET/CT Imaging Predicts Histopathologic Treatment Responses after Neoadjuvant Therapy in Adult Primary Bone Sarcomas

Purpose. The aim of this study was to prospectively evaluate whether FDG-PET allows an accurate assessment of histopathologic response to neoadjuvant treatment in adult patients with primary bone sarcomas. Methods. Twelve consecutive patients with resectable, primary high grade bone sarcomas were enrolled prospectively. FDG-PET/CT imaging was performed prior to the initiation and after completion of neoadjuvant treatment. Imaging findings were correlated with histopathologic response. Results. Histopathologic responders showed significantly more pronounced decreases in tumor FDG-SUVmax from baseline to late follow up than non-responders (64 ± 19% versus 29 ± 30 %, resp.; P = .03). Using a 60% decrease in tumor FDG-uptake as a threshold for metabolic response correctly classified 3 of 4 histopathologic responders and 7 of 8 histopathologic non-responders as metabolic responders and non-responders, respectively (sensitivity, 75%; specificity, 88%). Conclusion. These results suggest that changes in FDG-SUVmax at the end of neoadjuvant treatment can identify histopathologic responders and non-responders in adult primary bone sarcoma patients

Novel Dedifferentiated Liposarcoma Xenograft Models Reveal PTEN Down-Regulation as a Malignant Signature and Response to PI3K Pathway Inhibition

Liposarcoma is a type of soft tissue sarcoma that exhibits poor survival and a high recurrence rate. Treatment is generally limited to surgery and radiation, which emphasizes the need for better understanding of this disease. Because very few in vivo and in vitro models can reproducibly recapitulate the human disease, we generated several xenograft models from surgically resected human dedifferentiated liposarcoma. All xenografts recapitulated morphological and gene expression characteristics of the patient tumors after continuous in vivo passages. Importantly, xenograftability was directly correlated with disease-specific survival of liposarcoma patients. Thus, the ability for the tumor of a patient to engraft may help identify those patients who will benefit from more aggressive treatment regimens. Gene expression analyses highlighted the association between xenograftability and a unique gene expression signature, including down-regulated PTEN tumor-suppressor gene expression and a progenitor-like phenotype. When treated with the PI3K/AKT/mTOR pathway inhibitor rapamycin alone or in combination with the multikinase inhibitor sorafenib, all xenografts responded with increased lipid content and a more differentiated gene expression profile. These human xenograft models may facilitate liposarcoma research and accelerate the generation of readily translatable preclinical data that could ultimately influence patient care