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

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

Phase II Study of Ganitumab, a Fully Human Anti–Type-1 Insulin-Like Growth Factor Receptor Antibody, in Patients With Metastatic Ewing Family Tumors or Desmoplastic Small Round Cell Tumors

Purpose Ganitumab is a fully human monoclonal antibody against type-1 insulin-like growth factor receptor (IGF1R). An open-label phase II study was conducted to evaluate the efficacy and safety of ganitumab monotherapy in patients with metastatic Ewing family tumors (EFT) or desmoplastic small round cell tumors (DSRCT). Patients and Methods Patients ≥16 years of age with relapsed or refractory EFT or DSRCT received 12 mg/kg of ganitumab every 2 weeks. Objective response rate (ORR) was the primary end point. Secondary end points included clinical benefit rate (CBR = complete + partial responses + stable disease [SD] ≥ 24 weeks) and safety and pharmacokinetic profiles of ganitumab. The relationship between tumor response and EWS gene translocation status and IGF-1 levels was evaluated. Results Thirty-eight patients (22 with EFT; 16 with DSRCT) received one or more doses of ganitumab. Twenty-four patients (63%) experienced ganitumab-related adverse events. Grade 3 related events included hyperglycemia (n = 2), thrombocytopenia (n = 5), neutropenia (n = 2), leukopenia (n = 1), and transient ischemic attack (n = 1). There were no grade 4 or 5 treatment-related events. Of 35 patients assessed for response, two had partial responses (ORR, 6%) and 17 (49%) had SD. Four patients had SD ≥ 24 weeks, contributing to a CBR of 17%. The pharmacokinetic profile of ganitumab was similar to that observed in the first-in-human trial. Elevation of IGF-1 levels was observed postdose. EWS-Fli1 translocations were analyzed by RNA sequencing and fluorescent in situ hybridization, and novel translocations were observed in EFT and DSCRT. No apparent relationship between tumor response and IGF-1 levels or EWS gene translocations was observed. Conclusion Ganitumab was well tolerated and demonstrated antitumor activity in patients with advanced recurrent EFT or DSRCT