Date of Publication
7-2024
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Mathematics
Subject Categories
Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Minie Rose C. Lapinid
Defense Panel Chair
Auxencia A. Limjap
Defense Panel Member
Levi Esteban Elipane
Rosie Conde
Abstract/Summary
The rise of technology caused the creation of social media platforms; one of the most rampant and visible media is memes. Memes have been used for communication and transmission of ideas. The study looks into the memes' impact on students and their understanding of it. Data was gathered from 15 students through an interview, short quiz and open-ended questionnaire. Results showed that students easily understood the structural and social meanings of the memes, but encountered difficulty with the specialized meaning. Despite this, they are still able to grasp the meme’s full meaning albeit with some Mathematical misconceptions. It is only in Meme 1 that students ultimately struggled to grasp the full meaning. The quizzes showed that students are able to correctly answer items involving direct application of the Math topic. On the other hand, they encountered difficulty when the questions involved application in other contexts or connected to other Math topics. The fifth quiz was the only exception where students performed well on all the items regardless of their nature. Students also found the memes to be helpful in their academics. Analysis from the interview and open-ended questionnaire revealed six positive themes namely: memes help recall and understand the Math topic better; memes are a fun and innovative way of teaching Math; memes depict real-life situations and increase relatability to the subject matter; memes are challenging and enable students to think critically; memes are great visual aids; and memes help lessen intimidation and fear of Mathematics. However, two unfavorable themes were also revealed, namely: memes cause nervousness and pressure; and meme understanding and effectiveness are dependent on the type of learner. Lastly, memes help increase positive emotions attached to Mathematics particularly, joy and interest. Recommendations include teachers using memes should actively facilitate discussions and future researchers could develop more memes and apply it in different set ups.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Mathematics—Study and teaching; Memes
Recommended Citation
Garcia, S. C. (2024). Making memes out of nothing at all: A developmental research on mathematical memes. Retrieved from https://animorepository.dlsu.edu.ph/etdm_scied/49
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Embargo Period
8-4-2027
