Nataliya Pavlova, Martin Petrov
Konstantin Preslavsky University of Shumen, Shumen (Bulgaria)
https://doi.org/10.53656/math2026-6-1-ism
Abstract. This article presents some possibilities for inserting an informal style of learning into a classical mathematics lesson. The concepts used are clarified – formal, nonformal and informal learning, and the characteristic communication style in informal learning. Some studies are presented, aimed at the benefits and possibilities of non-formal and informal learning for increasing mathematics achievement in formal learning. Various examples are given, in an informal style, which can be implemented in a classical mathematics lesson. In the article, the focus is on the application of elements (dialogues, texts, images and videos), atypical for a classical mathematics lesson and distinguished by an informal style of communication and presentation of information. The main idea of this approach is for the teacher to enter the surrounding environment in a non-formal way, as a bearer of a non-standard view of mathematics. The goal is for the student to have internal motivation to have fun with humor with a mathematical subtext. Specific examples are given and methodological guidelines for their application in formal learning are described. The aim of the study is to analyze the didactic potential of elements of the informal style in mathematics education. The study is guided by the hypothesis that the purposeful use of informal style (humor, visual memes and dialogic texts) is accepted by teachers and similar examples should be given in the preparation of future teachers. The article is based on the opinion of 230 mathematics teachers and observations on the work of future teachers. The study shows high acceptance of humorous and informal elements in the classroom.
Keywords: informal learning, non-formal learning, informal style, mathematics, images, humor
