Maths in the time of social media: conceptualizing the Internet phenomenon of mathematical memes

Bini, Giulia; Robutti, Ornella; Bikner-Ahsbahs, Angelika

doi:10.1080/0020739x.2020.1807069

Cited by 22 publications

(27 citation statements)

References 45 publications

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“…Though methodologically and theoretically challenging, it is of great importance to study learning and teaching mathematics across contexts. After all, students do not just learn at school; they can also participate in informal settings (Nemirovsky et al, 2017), online forums, or affinity networks (Ito et al, 2018) where they may share for instance mathematical memes (Bini et al, 2020). Moreover, teachers are not the only ones teaching mathematics: Private tutors, friends, parents, siblings, or other relatives can also be involved in helping children with their mathematics.…”

Section: Researching Mathematics Education Across Contextsmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

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Section: Researching Mathematics Education Across Contextsmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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“…Although an investigation into the creation and evaluation of memes is important, as is deconstructing their form, content, and subversive or persuasive meaning (Boa Sorte, 2019), that practice extends beyond the scope of this article. Likewise, although Bini et al (2020) noted that the examination of math memes in a classroom takes the memes outside their "natural habitat" online (p. 4), the data presented in this article suggest that student-generated math memes can act as a conduit to students' numeracies in the classroom and can offer insight into how students perceive and apply math in expansive ways.…”

Section: Memes and Meaningmentioning

confidence: 70%

“…Memes also have been associated with participatory literacies (Burgess, 2008;Knobel & Lankshear, 2007;Lankshear & Knobel, 2003) political statements, grief, and contrition (Mielczarek, 2018;Sobande, 2019), as well as activist literacies (Knobel & Lankshear, 2007;Lankshear & Knobel, 2003). Reddit has its own section on mathematical memes (Bini et al, 2020), and, although this article focuses on math-related memes, which can be "cultural objects" (Bini et al, 2020, p. 13), they are not to be confused with the memes found on Reddit-"a massive collection of forums where people can share news and content or comment on other people's posts" (Widman, 2020, ¶1). Literat and van den Berg (2019) called attention to the Reddit-based "MemeEconomy" wherein members assess and value the posted memes.…”

Section: Memes and Meaningmentioning

confidence: 99%

Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era

Abrams¹

2021

L & L

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This article focuses on how a game-informed culture in public school math classes sustained interaction, cooperation, and empowered meaning making when COVID-19 mandates closed school buildings and education went fully online. More specifically, the game-informed learning environment supported the students’ development and discussion of their multimodal numeracies, and the highlighted activity reveals how the generation of math memes can foster students’ engagement in creative and empowered practices. Underscored throughout this article is the importance to embrace the expansiveness of numeracies in order to recognize, value, and support students’ meaning making.

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“…In addition, primary school students show reluctance and little concern for homework [3]. This becomes another demand for educators who must deal not only with changes in their teaching but also in many cases also be involved with the educational processes of their own families [4]. Mathematics education has been one of the disciplines that has been most in need of the use of new didactic teaching strategies considering its symbolic nature and given its emphasis on paper rather than technology [5].…”

Section: Introductionmentioning

confidence: 99%

Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts

et al. 2022

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One of the impacts of the COVID-19 pandemic has been restrictions on mobility and thus the closure of schools. This has had consequences on the teaching strategies of primary mathematics educators who were not familiar with online education. Most schools in Chile have adopted virtual and hybrid classes to continue educational processes. From a quantitative approach with a sample of n = 105 primary school educators and through an online survey, we analyzed how educators implemented the mathematics curriculum during the pandemic using various didactic strategies and educational resources, as well as their respective contexts. The results show that there is a relationship between the level of technical knowledge of teachers, the years of experience, and the types of teaching strategies they use. Likewise, differences were found between educators in rural and urban sectors according to the use of teaching strategies and the types of educational resources used. Regarding the didactic strategies, it is shown that the emerging strategies most used are metaphorical and analogical, whereas in traditional strategies the automation of procedures is imposed. The implications for practice include suggestions and guidelines for improving the training and professional development of mathematics teachers including increasing and strengthening the number and quality of teachers’ didactic strategies and online pedagogical management skills and promoting metacognition through virtual forums. Finally, we discuss the context of the use of didactic strategies in mathematics during the pandemic, analyzing its challenges and opportunities.

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Maths in the time of social media: conceptualizing the Internet phenomenon of mathematical memes

Cited by 22 publications

References 45 publications

Future themes of mathematics education research: an international survey before and during the pandemic

Future themes of mathematics education research: an international survey before and during the pandemic

Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era

Online Mathematics Education during the COVID-19 Pandemic: Didactic Strategies, Educational Resources, and Educational Contexts

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