Math and social media: a state of the art about the discipline in cyberspace

Detalhes bibliográficos
Autor(a) principal: Bida, Luzybel Turski
Data de Publicação: 2022
Outros Autores: Brandt, Celia Finck
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17901
Resumo: This article is a state of the art regarding publications on mathematics and social media, particularly Facebook and Twitter, aiming at answering the questions: What do researchers in teaching and education say about the relationship between mathematics and social media? How are these social medias thought of in this context? In order to answer them, a survey and analysis of theses, dissertations and articles was carried out, on publications between 2012 and 2019, in the following databases: BDTD, CAPES, SCIELO, Google Scholar and CAPES Periódicos, The research identified two categories: social medias as ways of interaction and discussion; social medias as a study environment itself. The results showed that social medias are definitely learning environments, firstly informal but also as a formal tool of education, revealing a hybrid character depending on their usage.
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spelling Math and social media: a state of the art about the discipline in cyberspaceMatemáticas y redes sociales: un estado del arte sobre la disciplina en el ciberespacioMatemática e redes sociais: um estado da arte sobre a disciplina no ciberespaçoFacebook. Twitter. Ensino de Matemática.Facebook. Twitter. Mathematics teaching.Facebook. Twitter. Enseñanza de las Matemáticas.This article is a state of the art regarding publications on mathematics and social media, particularly Facebook and Twitter, aiming at answering the questions: What do researchers in teaching and education say about the relationship between mathematics and social media? How are these social medias thought of in this context? In order to answer them, a survey and analysis of theses, dissertations and articles was carried out, on publications between 2012 and 2019, in the following databases: BDTD, CAPES, SCIELO, Google Scholar and CAPES Periódicos, The research identified two categories: social medias as ways of interaction and discussion; social medias as a study environment itself. The results showed that social medias are definitely learning environments, firstly informal but also as a formal tool of education, revealing a hybrid character depending on their usage.Este artículo es un estado del arte en publicaciones sobre matemáticas y redes sociales, particularmente Facebook y Twitter, a fin de contestar a las siguientes preguntas: ¿Qué dicen los investigadores en docencia y educación sobre la relación entre las matemáticas y las redes sociales? ¿Cómo se conciben estas redes en este contexto? Para llevarlo a cabo, se realizó un relevamiento de tesis, disertaciones y artículos, publicados entre 2012 y 2019, de las siguientes bases de datos: BDTD, CAPES, SCIELO, Google Scholar y CAPES Periódicos. Con base en el material colectado, se identificó dos categorías: las redes sociales como medio de interacción y discusión; las redes sociales como entorno de estudio en sí mismo. La investigación identificó que las redes sociales son definitivamente entornos de aprendizaje, en principio de modo informal pero también como herramientas de educación formal, dependiendo de su uso, marcándoles así un carácter híbrido.  Este artigo trata de um estado da arte a respeito das publicações sobre matemática e redes sociais, particularmente Facebook e Twitter, com o intuito de responder às questões: O que se fala, em artigos, teses e dissertações, a respeito da relação entre matemática e redes sociais (principalmente Facebook e Twitter)? Como essas redes são pensadas nesse contexto? Para respondê-las, foi realizado um levantamento e uma análise das teses, dissertações e artigos, do período de 2012 a 2019, das bases de dados BDTD, CAPES, SCIELO, Google Acadêmico e CAPES Periódicos. Com base no material coletado, foi possível identificar duas categorias: redes sociais como meio de interação e discussão; redes sociais como ambiente de estudo propriamente dito. O trabalho identificou que as redes sociais são certamente ambientes de aprendizagem, a priori informais, porém, dependendo do seu uso, também de educação formal, conferindo-lhe um caráter híbrido.Editora UEPG2022-04-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1790110.5212/OlharProfr.v.25.17901.022Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-21Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-21Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-21Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-21Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-211984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/17901/209209216569Copyright (c) 2022 Luzybel Turski Bida, Celia Finck Brandtinfo:eu-repo/semantics/openAccess Bida, Luzybel Turski Brandt, Celia Finck2023-03-08T01:37:19Zoai:uepg.br:article/17901Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Math and social media: a state of the art about the discipline in cyberspace
Matemáticas y redes sociales: un estado del arte sobre la disciplina en el ciberespacio
Matemática e redes sociais: um estado da arte sobre a disciplina no ciberespaço
title Math and social media: a state of the art about the discipline in cyberspace
spellingShingle Math and social media: a state of the art about the discipline in cyberspace
Bida, Luzybel Turski
Facebook. Twitter. Ensino de Matemática.
Facebook. Twitter. Mathematics teaching.
Facebook. Twitter. Enseñanza de las Matemáticas.
title_short Math and social media: a state of the art about the discipline in cyberspace
title_full Math and social media: a state of the art about the discipline in cyberspace
title_fullStr Math and social media: a state of the art about the discipline in cyberspace
title_full_unstemmed Math and social media: a state of the art about the discipline in cyberspace
title_sort Math and social media: a state of the art about the discipline in cyberspace
author Bida, Luzybel Turski
author_facet Bida, Luzybel Turski
Brandt, Celia Finck
author_role author
author2 Brandt, Celia Finck
author2_role author
dc.contributor.author.fl_str_mv Bida, Luzybel Turski
Brandt, Celia Finck
dc.subject.por.fl_str_mv Facebook. Twitter. Ensino de Matemática.
Facebook. Twitter. Mathematics teaching.
Facebook. Twitter. Enseñanza de las Matemáticas.
topic Facebook. Twitter. Ensino de Matemática.
Facebook. Twitter. Mathematics teaching.
Facebook. Twitter. Enseñanza de las Matemáticas.
description This article is a state of the art regarding publications on mathematics and social media, particularly Facebook and Twitter, aiming at answering the questions: What do researchers in teaching and education say about the relationship between mathematics and social media? How are these social medias thought of in this context? In order to answer them, a survey and analysis of theses, dissertations and articles was carried out, on publications between 2012 and 2019, in the following databases: BDTD, CAPES, SCIELO, Google Scholar and CAPES Periódicos, The research identified two categories: social medias as ways of interaction and discussion; social medias as a study environment itself. The results showed that social medias are definitely learning environments, firstly informal but also as a formal tool of education, revealing a hybrid character depending on their usage.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17901
10.5212/OlharProfr.v.25.17901.022
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17901
identifier_str_mv 10.5212/OlharProfr.v.25.17901.022
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/17901/209209216569
dc.rights.driver.fl_str_mv Copyright (c) 2022 Luzybel Turski Bida, Celia Finck Brandt
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Luzybel Turski Bida, Celia Finck Brandt
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-21
Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-21
Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-21
Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-21
Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-21
1984-0187
1518-5648
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reponame_str Olhar de Professor (Online)
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repository.mail.fl_str_mv olhardeprofessor@uepg.br||
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