WHEN MATHS MEETS MEMES: A CROSS-DISCIPLINARY INVESTIGATION OF MATHEMATICAL MEMES AS LEARNING AND COHESIVE TOOLS IN SECONDARY SCHOOL CLASSROOMS
The MEMA project, funded by the My First SEED Grant 2023, explores the role of mathematical memes—Internet memes with mathematical content—as tools for learning and identity construction for high school students.
MEMA combines approaches from the Hard Sciences (Mathematics) and the Humanities (Digital Sociology), aiming to investigate how the creation, sharing, and discussion of mathematical memes can:
- Foster mathematical learning through collaborative practices and the creative use of digital skills.
- Promote social cohesion within classrooms, strengthening group dynamics and participation.
Objectives
- Creation of an interdisciplinary research community: MEMA brings together research expertise from mathematics education and digital culture to comprehensively analyse mathematical memes as educational cultural artifacts.
- Investigation of the consolidation of mathematical knowledge: The practices of students in creating memes and solving related mathematical problems are examined.
- Exploration of classroom cohesion dynamics: The project analyses how mathematical memes can influence the perception of cohesion among classmates and promote inclusion.
The project adopts a hybrid experimental design that combines methodologies from mathematics education and digital sociology. Students participate in various activities, including creating memes on mathematical topics, engaging in collaborative discussions, and problem-solving, to explore how these influence their learning and group dynamics. Two dimensions are analysed: the interaction of memes and the students’ Mathematics Capital (MC) and their Perceived Class Cohesion (PCC).
Why is this topic relevant today?
The topic is particularly timely as schools are increasingly facing the challenge of improving outcomes in mathematics while also engaging students in digital culture. According to the PISA Science Framework 2025, building scientific capital—the skills, knowledge, and attitudes that enable students to tackle scientific issues—is essential for preparing them to thrive in a technology-driven society. At the same time, as highlighted by the Pew Research Center, digital platforms are at the core of how today’s youth communicate and construct their identities. Exploring how mathematical memes can connect these two areas allows us to enhance mathematical learning by leveraging students’ cultural and technological competencies, fostering both academic success and social cohesion in the classroom.
Why analyse Mathematics Capital and Perceived Class Cohesion?
Analysing students’ Mathematical Capital (MC) and their Perceived Class Cohesion (PCC) is crucial for understanding how these factors influence both academic performance and the sense of belonging within the group. Through the study of mathematical memes, we can explore how students use digital culture to engage with complex mathematical concepts, thereby strengthening their cultural capital. Furthermore, the creation and sharing of memes foster a greater sense of social cohesion within the class, enhancing group dynamics and active participation. Analysing these aspects allows us to assess the effectiveness of innovative educational practices in promoting more engaging and inclusive learning.
To know more about mathematical memes and the related research visit the #lifeonmath website