Social, Structural and Specialized: three meanings to decode, research and use mathematical memes in the classroom

Abstract

The term "Internet meme" refers to digital content that spreads virally after being altered by users. These alterations result in mutations that tell different stories while preserving the recognizability of the original meme. Image memes are particularly popular because they are easy to create and engaging. Mathematical memes represent mathematical mutations of image memes and hold an educational potential by facilitating learning and stimulating students' creativity. However, the integration of mathematical memes in the classroom challenges the traditional educational paradigm, which can pose difficulties for teachers. This study presents the Triple S framework, a semiotic tool for understanding memes. By analysing data from experiments conducted with students of various grade levels, the study aims to demonstrate how this framework can be employed in research to investigate students’ cognitive processes, as well as in teaching to design activities involving mathematical memes.