Memes, mathematics and teacher education: a socio-political perspective

Abstract

This article aims to investigate how the form/a(c)tion is shown with teachers who teach mathematics, in terms of the mathematical dimension of Cybereducation, when they develop mathematics-activities-with-memes. We understand Cybereducation as a form/a(c)tion that considers Digital Technologies as participants in the process of constituting mathematical knowledge. Thus, to obtain data for this research, we developed an extension course called “In order to memorize? Building mathematics-activities-with-memes”. The target audience was teachers who teach mathematics in the metropolitan region of Porto Alegre, in Rio Grande do Sul state. As research results, in this article, we highlight the teachers’ democratic discourse in development of mathematics-activities-with-memes and different interpretations of the relationship between mathematics education and democracy. In this way, we assume the teachers’ mathematical knowledge constitution was shown to be as socio-political and democratic constitution, showing mathematics that seeks bridges between theory and practice, dialectically in praxis.