In general, humor is connected with funniness, but its advantages are numerous and diverse, both in aspects of everyday life and education. This thesis includes theoretical definition of the term humor and a historical overview of its study, starting from Greece and Rome until today, then placing it in the field of education. Since humor has a positive influence on the child's psyche and the acquisition of teaching content, and it is connected mainly to the field of language, this thesis will show the implementation of humor in the teaching of mathematics. Although humor and its types in mathematics have not been studied much, theory and practice have shown that humor may serve to connect concepts characteristic of mathematics, such as rules, theorems, and proofs, if various mathematical jokes, riddles or questions are used. Some of the positive aspects of the implementation of humor in the teaching of mathematics are the reduction of stress and anxiety that students feel when they do not understand mathematical content, and also the development of positive interaction between students and teachers. As there are numerous verbal and non-verbal types of humor, this thesis also provides mathematical examples with explanations of its possible implementation in mathematics lessons. Taking into consideration the importance of humor, its types and its advantages in education, as well as its implementation in the process of teaching mathematics, the author of the thesis conducted research among a group of students at the Faculty of Teacher Education in Zagreb. On the one hand, this research showed the extent to which students are familiar with the importance of humor and its types in mathematics classes, and on the other hand, as future teachers, to what extent they feel ready to apply humor in their own teaching of mathematics.