Materials

Mathematics Capital (MC) Questionnaire, developed by the researchers of the MEMA project based on the Science Capital Questionnaire by Archer et al. (2015) and Moote et al. (2020). Administered online via LimeSurvey.

For a detailed account of the theoretical framework and the empirical validation process, see:
Bini, G., Gagliani Caputo, S., & Zanga, G. (2025). Development and Validation of a Questionnaire on Students’ Mathematics Capital: A Tool to Explore Opportunities in the Mathematics Classroom. Education Sciences, 15(4), 510. https://doi.org/10.3390/educsci15040510

Pre- and post-questionnaires on Perceived Class Cohesion (PCC), based on the questionnaire developed by Leo et al. (2023) drawing from the studies by Carron et al. (1985). The pre- and post-questionnaires are identical and administered online via LimeSurvey.

Padlet for activity 1 (mathematical meme creation)

Instagram page for meme sharing

Data analysis follows a mixed-method approach. MC is operationalized using the framework by Archer et al. (2015), providing a basis for mapping groups and classes. We conduct Social Network Analysis (SNA) on classroom discussions and compare pre-post PCC measures to identify shifts in perceived class cohesion. Findings are then triangulated to examine potential changes among students with low MC. Finally, we qualitatively explore emerging perceptions of the value of mathematics within peer exchanges.