Bibliografia
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 mathematics classrooms. In J. H., Kalir, & D. Filipiak, Proceedings of the 2020 Connected Learning Summit (Version 2) (pp. 20–27). Carnegie Mellon University, ETC Press, USA. https://doi.org/10.1184/R1/13530038.v2
Bini, G. (2022). MathMemeThon: How mathematical memes bring teachers and students together during Italy’s pandemic lockdown. In Hodgen, J., Geraniou, E., Bolondi, G. & Ferretti, F. (Eds.) Proceedings of 12th Congress of European Society for Research in Mathematics Education (pp. 2512–2513). Free University of Bozen-Bolzano and ERME. https://hal.science/hal-03748308
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 (pp. 1–32). Springer International Handbooks of Education. Springer. https://doi.org/10.1007/978-3-030-95060-6_10-1
Bini, G., Bikner-Ahsbahs, A. & Robutti, O. (2023). “How to meme it”: reverse engineering the creative process of mathematical Internet memes. Educational Studies in Mathematics 112(1), 141–174. https://doi.org/10.1007/s10649-022-10173-1
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(3), 143–151. https://cloud.3dissue.com/170388/199108/233436/IJTME-Vol28-3-2021/index.html
Börzsei, L. K. (2013). Makes a Meme Instead: A Concise History of Internet Memes. New Media Studies Magazine., 7, 1–25.
Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241–258). Greenwood.
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, 7(3), 244–266. https://doi.org/10.1123/jsp.7.3.244
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, 38(7),1037–1053. https://doi.org/10.1080/01425692.2016.1245129
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). Numero speciale 13, 499–508. 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
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
Kayali, N. K., & Altuntas, A. (2021). Using Memes in the Language Classroom. Shanlax International Journal of Education, 9(3), 155–160.
Leo, F. M., Fernández-Río, J., Pulido, J. J., & García-Calvo, T. (2023). Assessing class cohesion in primary and secondary education: Development and preliminary validation of the class cohesion questionnaire. Soc. Psychol. Educ., 26(1), 141–160. https://doi.org/10.1007/s11218-022-09738-y
Marino, G. (2022). Semiotics of virality: From social contagion to Internet memes. Signata, 13. https://doi.org/10.4000/signata.3936
Mattoni, A., & Ceccobelli, D. (2018). Comparing hybrid media systems in the digital age: A theoretical framework for analysis. European Journal of Communication, 33(5), 540-557. https://doi.org/10.1177/0267323118784831
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
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, 10, 973–987. https://doi.org/10.15379/ijmst.v10i1.2691
Nissenbaum, A., & Shifman, L. (2017). Internet memes as contested cultural capital: The case of 4chan’s /b/ board. New Medi Soc. 19(4), 483–501. https://doi.org/10.1177/1461444815609313
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, 38(2), Article 2. https://doi.org/10.47489/szmc.v38i2.483
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, 15, 487–500. https://doi.org/10.2147/AMEP.S461757
Shifman, L. (2014). Memes in Digital Culture. The MIT Press. https://www.jstor.org/stable/j.ctt14bs14s
Tama-Rutigliano, K. (2019). Memes: A Digital Marketing Tool For Every Industry. Forbes. https://www.forbes.com/sites/forbescommunicationscouncil/2018/08/10/memes-a-digital-marketing-tool-for-every-industry/
Williams, J., & Choudry, S. (2016). Mathematics capital in the educational field: Bourdieu and beyond. Research in Mathematics Education, 18(1), 3–21. https://doi.org/10.1080/14794802.2016.1141113
Ypulse. (2019). 3 Stats That Show What Memes Mean to Gen Z & Millennials. YPulse. https://www.ypulse.com/article/2019/03/05/3-stats-that-show-what-memes-mean-to-gen-z-millennials/