| Title: |
Leveraging Memes for Student Reflection |
| Language: |
English |
| Authors: |
Gábor Salopek; Xiner Xu; K. Elizabeth Hammonds; Gregory Beaudine; Gregory Benoit |
| Source: |
Mathematics Teacher: Learning and Teaching PK-12. 2025 118(11):856-863. |
| Availability: |
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2025 |
| Intended Audience: |
Teachers |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Descriptors: |
Mathematics Instruction; Mathematical Enrichment; Social Media; Visual Aids; Humor; Learner Engagement; Mathematics Activities; Popular Culture; Multimedia Materials; Mathematical Concepts; Reflection; Student Attitudes; Thinking Skills; Mathematics |
| DOI: |
10.5951/MTLT.2025.0034 |
| ISSN: |
0025-5769; 2330-0582 |
| Abstract: |
Social media artifacts, such as memes, offer a rich opportunity to amplify and explore mathematical discourse in a new way that is responsive to this generation of students. This article summarizes a list of activities developed by the Math Meme Team, a group of interdisciplinary educators and researchers that aims to not only analyze and deconstruct the mathematical messages embedded in online forms of mathematical representations and expressions, but also cultivate critical conversations about mathematics that challenge stereotypes, promote equity, and foster a deeper sense of belonging within the field. These activities give students an opportunity to build their adaptive reasoning or reasoning habits by encouraging them to actively construct their own understanding of mathematics learning while engaging with the social and cultural contexts in which these messages are embedded. |
| Abstractor: |
ERIC |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489334 |
| Database: |
ERIC |