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Journals / Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi / 2026 / Cilt: 9 Sayı: 2

The Use of Humor by Mathematics Teachers in the Teaching Process: A Phenomenological Study in the Context of Social Proximity Theory

Matematik Öğretmenlerinin Ders Sürecinde Mizah Kullanımı: Sosyal Yakınlık Teorisi Bağlamında Fenomenolojik Bir İnceleme

Beyza Karabey(sivas cumhuriyet üniversitesi)0009-0000-5996-8225
Hakan Sarıçam(SİVAS CUMHURİYET ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ, REHBERLİK VE PSİKOLOJİK DANIŞMANLIK ANABİLİM DALI)0000-0002-8723-1199
Pages
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Publication Date
2026-06-02
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The study revealed that teachers experience humor as a powerful tool that reduces psychological distance and triggers the affective transfer of 'liking the teacher → liking the subject.' However, while humor mitigates affective anxiety, it cannot compensate for cognitive learning deficits alone, and excessive use poses a risk of losing authority (frivolity).

📌 3 Key Takeaways

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Objective & Hypothesis:This study examines how mathematics teachers use humor during the teaching process and their views on how humor affects teacher-student relationships, classroom atmosphere, and the learning process.
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Key Findings & Data:In the study, semi-structured interview forms were coded and incorporated into the findings; the data obtained were organized, summarized, and interpreted.
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Conclusion & Impact:The study revealed that teachers experience humor as a powerful tool that reduces psychological distance and triggers the affective transfer of 'liking the teacher → liking the subject.' However, while humor mitigates affective anxiety, it cannot compensate for cognitive learning deficits alone, and excessive use poses a risk of losing authority (frivolity).
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Matematik öğretmenleri · mizah · Sosyal Yakınlık Teorisi

Abstract

This study examines how mathematics teachers use humor during the teaching process and their views on how humor affects teacher-student relationships, classroom atmosphere, and the learning process. In this research, data were collected through semi-structured interview forms in accordance with qualitative research methods. The interviews included questions aimed at revealing how teachers use humor in the classroom, the role of this use in creating social closeness in teacher-student relationships, and its effects on students’ learning motivation. The data obtained in this process were analyzed and interpreted within the framework of Social Closeness Theory. In the study, semi-structured interview forms were coded and incorporated into the findings; the data obtained were organized, summarized, and interpreted. As a result of the phenomenological analysis, mathematics teachers' use of humor in the teaching process was structured under 6 main themes: affective/cognitive functions, building social proximity, anxiety management, pedagogical balances/the authority paradox, strategic integration timing, and contextual factors. The study revealed that teachers experience humor as a powerful tool that reduces psychological distance and triggers the affective transfer of 'liking the teacher → liking the subject.' However, while humor mitigates affective anxiety, it cannot compensate for cognitive learning deficits alone, and excessive use poses a risk of losing authority (frivolity).

Özet

Bu çalışmada matematik öğretmenlerinin ders sürecinde mizahı nasıl kullandıkları ve mizah kullanımının öğretmen-öğrenci ilişkilerini, sınıf atmosferini ve öğrenme sürecini nasıl etkilediğine ilişkin görüşleri incelenmiştir. Bu araştırmada veriler, nitel araştırma yöntemine uygun olarak yarı yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Görüşmeler, öğretmenlerin ders sürecinde mizahı nasıl kullandıklarını, bu kullanımın öğretmen-öğrenci ilişkilerinde sosyal yakınlık oluşturmadaki rolünü ve öğrencilerin öğrenme motivasyonuna etkilerini ortaya çıkarmaya yönelik sorular içermektedir. Bu süreçte elde edilen veriler, Sosyal Yakınlık Teorisi çerçevesinde analiz edilip yorumlanmıştır. Araştırmada, yarı yapılandırılmış görüşme formları kodlanarak bulgulara dahil edilmiş; elde edilen veriler düzenlenip özetlenmiş ve yorumlanmıştır. Fenomenolojik analizler sonucunda; matematik öğretmenlerinin ders sürecindeki mizah kullanımları; duyuşsal/bilişsel işlevler, sosyal yakınlık inşası, kaygı yönetimi, pedagojik dengeler/otorite paradoksu, stratejik entegrasyon zamanlaması ve bağlamsal etmenler olmak üzere 6 ana tema altında yapılandırılmıştır. Araştırma sonucunda öğretmenlerin mizahı psikolojik mesafeyi azaltan ve 'öğretmeni sevme → dersi sevme' duyuşsal aktarımını tetikleyen güçlü bir araç olarak deneyimledikleri; ancak mizahın duyuşsal kaygıyı azaltsa da bilişsel öğrenme eksikliklerini tek başına kapatamadığı ve aşırı kullanımda otorite kaybı (laubalilik) riski barındırdığı ortaya çıkmıştır.

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Cite This Article

Karabey, B., Sarıçam, H. (2026). The Use of Humor by Mathematics Teachers in the Teaching Process: A Phenomenological Study in the Context of Social Proximity Theory. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, Cilt: 9 Sayı: 2. https://ajindex.com/articles/1483853

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