Conceptions and practices of Iberian mathematics teachers about humour

This study focuses on the conceptions and practices of Iberian (Portuguese Spanish) mathematics teachers regarding instructional humour. Specifically, aims to answer following questions: (1) How do view humour how they appreciate a sense humour? (2) What educational value ascribe in teaching learning process this subject? (3) use teaching? (4) differences, its context, are found among teachers, as determined by their professional experience? A mixed methodology was adopted for study, with greater quantitative emphasis, combining analysis descriptive inferential statistics. (N=1087) from all levels participated study. The data collected through an online questionnaire, organised according three dimensions analysis: Humour humour; Educational mathematics; Use mathematics. results reveal that who teach recognise meaning humour, feel have it others, find reasons seen being used or classes create good environment make students think. show differences over teachers’ careers, especially purpose it. However, magnitude effect suggests need consider other variables addition experience, such level training, type training cultural context which school is located.