"A" Meta-understanding of Mathematics Teaching and Learning through Video Lessons

Abstract

The present work consists of a Qualitative Meta-analysis of three independent studies that deal with the Teaching and Learning Mathematics by means of videoclasses. For such, the main objective here is to comprehend how the teaching and learning of Mathematics by means of videoclasses can develop aspects of dialogic communication between youtuber teachers and the students of the channel the material if streamed on, in order to foster a social transformation of the subjects involved in that process. The data gathered   are snippets of the data from the primary studies, that is, of the articles from and the book chapter constitute the meta-analysis. The analysis of those data was carried out based upon the presupposes of the French line Discourse Analysis (DA), theorized by Michel Pêcheux and Eni Orlandi. The findings researched under two thematic axes indicate a possibility of constituting a mathematical communication between the subjects in question, with questions of a social and inclusive nature.