What can be learned from online public-generated mathematical content? A case-study of the comments on a viral mathematical video
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4 février 2015
- handle: 10670/1.qm5hfu
- hal: hal-01289270
info:eu-repo/semantics/OpenAccess
Sujets proches
Argumentation Contending, Verbal Oral self-defense Disputing Argumentation Argumentation Ratiocination Argumentation Speaking Oratory, Primitive Argumentation Dialectic (Logic) Deduction (Logic) Deductive logic Logic, Deductive Argumentation Argumentation SpeakingCiter ce document
Alik Palatnik, « What can be learned from online public-generated mathematical content? A case-study of the comments on a viral mathematical video », HAL-SHS : sciences de l'éducation, ID : 10670/1.qm5hfu
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Résumé
The study explores the phenomenon of " viral mathematics " , providing insights about the availability and the structure of mathematical content in public-generated media (in particular in comments on videos). The study offers the research methodology, relying on original mix of qualitative, quantitative and data mining paradigms. The findings show that communication using scientific argumentation can occur in comments on a recreational mathematical video; the growth of public interest in mathematical themes can be triggered by the viral video; and the arguments used by the comment-makers contain mathematical derivations, terminology and views on science. Public-generated content can be harnessed as a unique open educational resource and a new source for engaging mathematical problems.