Math and social media: a state of the art about the discipline in cyberspace
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Data de Publicação: | 2022 |
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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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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 reponame:Olhar de Professor (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Olhar de Professor (Online) |
collection |
Olhar de Professor (Online) |
repository.name.fl_str_mv |
Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
olhardeprofessor@uepg.br|| |
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