{"id":607,"date":"2024-10-10T09:34:26","date_gmt":"2024-10-10T07:34:26","guid":{"rendered":"https:\/\/mema.unimi.it\/the-project\/metodologia\/"},"modified":"2025-10-27T13:05:50","modified_gmt":"2025-10-27T12:05:50","slug":"metodologia","status":"publish","type":"page","link":"https:\/\/mema.unimi.it\/en\/metodologia\/","title":{"rendered":"References"},"content":{"rendered":"\n

Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending Bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52<\/em>(7), 922-948. https:\/\/doi.org\/10.1002\/tea.21227<\/a><\/p>\n\n\n\n

Bini, G. (2021). How Spiderman can teach you math: The journey of memes from social media to mathematics classrooms. In J. H., Kalir, & D. Filipiak, Proceedings of the 2020 Connected Learning Summit <\/em>(Version 2) (pp. 20\u201327). Carnegie Mellon University, ETC Press, USA. https:\/\/doi.org\/10.1184\/R1\/13530038.v2<\/a><\/p>\n\n\n\n

Bini, G. (2022). MathMemeThon: How mathematical memes bring teachers and students together during Italy\u2019s pandemic lockdown. In Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F. (Eds.) Proceedings of 12th<\/sup> Congress of European Society for Research in Mathematics Education<\/em> (pp. 2512\u20132513). Free University of Bozen-Bolzano and ERME. https:\/\/hal.science\/hal-03748308<\/a><\/p>\n\n\n\n

Bini, G. (2024). From the Web to the Mathematics Classroom: Investigating Internet Phenomena as Educational Resources in Mathematics. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education<\/em> (pp. 1\u201332). Springer International Handbooks of Education. Springer. https:\/\/doi.org\/10.1007\/978-3-030-95060-6_10-1<\/a><\/p>\n\n\n\n

Bini, G., Bikner-Ahsbahs, A. & Robutti, O. (2023). \u201cHow to meme it\u201d: reverse engineering the creative process of mathematical Internet memes. Educational Studies in Mathematics 112<\/em>(1), 141\u2013174. https:\/\/doi.org\/10.1007\/s10649-022-10173-1<\/a><\/p>\n\n\n\n

Bini, G., Robutti, O., & Montagnani, M. (2021). When they tell you that i^56=1: Affordances of memes and GeoGebra in mathematics. The International Journal for Technology in Mathematics Education, 28<\/em>(3), 143\u2013151. https:\/\/cloud.3dissue.com\/170388\/199108\/233436\/IJTME-Vol28-3-2021\/index.html<\/a><\/p>\n\n\n\n

B\u00f6rzsei, L. K. (2013). Makes a Meme Instead: A Concise History of Internet Memes. New Media Studies Magazine.<\/em>, 7<\/em>, 1\u201325.<\/p>\n\n\n\n

Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education<\/em> (pp. 241\u2013258). Greenwood.<\/p>\n\n\n\n

Brown, T. (2010). Truth and the renewal of knowledge: The case of mathematics education. Educational Studies in Mathematics, 75<\/em>(3), 329\u2013343. <\/a>https:\/\/doi.org\/10.1007\/s10649-010-9259-0<\/a><\/p>\n\n\n\n

Burton, L. (2009). The culture of mathematics and the mathematical culture. In O. Skovsmose, P. Valero, & O. R. Christensen (Eds.), University science and mathematics education in transition<\/em> (pp. 157\u2013170). Springer. <\/a>https:\/\/doi.org\/10.1007\/978-0-387-09829-6_8<\/a><\/p>\n\n\n\n

Carron, A., Widmeyer, W., & Brawley, L. (1985). The development of an instrument to assess cohesion in sport teams: The Group Environment Questionnaire. Journal of Sport and Exercise Psychology<\/em>, 7<\/em>(3), 244\u2013266. https:\/\/doi.org\/10.1123\/jsp.7.3.244<\/a><\/p>\n\n\n\n

Choudry, S., Williams, J., & Black, L. (2016). Peer relations and access to capital in the mathematics classroom: a Bourdieusian social network analysis. British Journal of Sociology of Education<\/em>, 38<\/em>(7),1037\u20131053. https:\/\/doi.org\/10.1080\/01425692.2016.1245129<\/a><\/p>\n\n\n\n

Gagliani Caputo, S., Bini, G., Branchetti, L. & Cusi, A. (2024). From chat to class: How online discussion framework enables to highlight critical elements of asynchronous class discussion. Quaderni di Ricerca in Didattica (Mathematics)<\/em>. Numero speciale 13<\/em>, 499\u2013508. G.R.I.M. Dipartimento di Matematica e Informatica, University of Palermo, Italy. https:\/\/sites.unipa.it\/grim\/CIEAEM74_Pproceedings_QRDM_Issue_2024_Suppl_13.pdf<\/a><\/p>\n\n\n\n

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39\u201354. https:\/\/doi.org\/10.14221\/ajte.2016v41n3.3<\/a><\/p>\n\n\n\n

Kayali, N. K., & Altuntas, A. (2021). Using Memes in the Language Classroom. Shanlax International Journal of Education<\/em>, 9<\/em>(3), 155\u2013160.<\/p>\n\n\n\n

Leo, F. M., Fern\u00e1ndez-R\u00edo, J., Pulido, J. J., & Garc\u00eda-Calvo, T. (2023). Assessing class cohesion in primary and secondary education: Development and preliminary validation of the class cohesion questionnaire. Soc. Psychol. Educ.<\/em>, 26<\/em>(1), 141\u2013160. https:\/\/doi.org\/10.1007\/s11218-022-09738-y<\/a><\/p>\n\n\n\n

Marino, G. (2022). Semiotics of virality: From social contagion to Internet memes. Signata<\/em>, 13<\/em>. https:\/\/doi.org\/10.4000\/signata.3936<\/a><\/p>\n\n\n\n

Mattoni, A., & Ceccobelli, D. (2018). Comparing hybrid media systems in the digital age: A theoretical framework for analysis. European Journal of Communication<\/em>, 33<\/em>(5), 540-557. https:\/\/doi.org\/10.1177\/0267323118784831<\/a><\/p>\n\n\n\n

McLuhan, M. (1964). Understanding media: The extensions of man<\/em>. McGraw-Hill Education.<\/p>\n\n\n\n

Moote, J., Archer, L., DeWitt, J., & MacLeod, E. (2020). Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17\/18. Journal of Research in Science Teaching, 57(8), 1228-1249. https:\/\/doi.org\/10.1002\/tea.21628<\/a> <\/p>\n\n\n\n

Mutua, D., & Mwangi, W. (2023). Multimedia Integration of Mathematical Internet Memes into Mathematics Classrooms in Secondary School Curriculum. International Journal of Membrane Science and Technology<\/em>, 10<\/em>, 973\u2013987. https:\/\/doi.org\/10.15379\/ijmst.v10i1.2691<\/a><\/p>\n\n\n\n

Nissenbaum, A., & Shifman, L. (2017). Internet memes as contested cultural capital: The case of 4chan\u2019s \/b\/ board. New Medi Soc. 19<\/em>(4), 483\u2013501. https:\/\/doi.org\/10.1177\/1461444815609313<\/a><\/p>\n\n\n\n

Shahbaz, A., Inam, F., Wasay, A., Mohsin, S., Siddiqi, Z., & Qureshi, F. (2024). Study Through Memes: Using Memes as a Teaching Tool in Anatomy. Proceedings<\/em>, 38<\/em>(2), Article 2. https:\/\/doi.org\/10.47489\/szmc.v38i2.483<\/a><\/p>\n\n\n\n

Sharif, A., Kasemy, Z. A., Rayan, A. H., Selim, H. M. R., Aloshari, S. H. A., & Elkhamisy, F. A. A. (2024). Memes Adoption in Basic Medical Science Education as a Successful Learning Model: A Mixed Method Quasi-Experimental Study. Advances in Medical Education and Practice<\/em>, 15<\/em>, 487\u2013500. https:\/\/doi.org\/10.2147\/AMEP.S461757<\/a><\/p>\n\n\n\n

Shifman, L. (2014). Memes in Digital Culture<\/em>. The MIT Press. https:\/\/www.jstor.org\/stable\/j.ctt14bs14s<\/a><\/p>\n\n\n\n

Tama-Rutigliano, K. (2019). Memes: A Digital Marketing Tool For Every Industry. Forbes<\/em>. https:\/\/www.forbes.com\/sites\/forbescommunicationscouncil\/2018\/08\/10\/memes-a-digital-marketing-tool-for-every-industry\/<\/a><\/p>\n\n\n\n

Williams, J., & Choudry, S. (2016). Mathematics capital in the educational field: Bourdieu and beyond. Research in Mathematics Education<\/em>, 18<\/em>(1), 3\u201321. https:\/\/doi.org\/10.1080\/14794802.2016.1141113<\/a><\/p>\n\n\n\n

Ypulse. (2019). 3 Stats That Show What Memes Mean to Gen Z & Millennials. YPulse<\/em>. https:\/\/www.ypulse.com\/article\/2019\/03\/05\/3-stats-that-show-what-memes-mean-to-gen-z-millennials\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending Bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922-948. https:\/\/doi.org\/10.1002\/tea.21227 Bini, G. (2021). How Spiderman can teach you math: The journey of memes from social media to […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":-80,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-607","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/pages\/607"}],"collection":[{"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/comments?post=607"}],"version-history":[{"count":5,"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/pages\/607\/revisions"}],"predecessor-version":[{"id":1287,"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/pages\/607\/revisions\/1287"}],"wp:attachment":[{"href":"https:\/\/mema.unimi.it\/en\/wp-json\/wp\/v2\/media?parent=607"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}