Citizen Debates in Social Networks about Didactic Resources for Mathematics

International Journal of Environmental Research and Public Health

Garazi López de Aguileta¹  Álvaro Alonso²  Marta Soler-Gallart³  Rosa Valls-Carol⁴  Garazi Álvarez-Guerrero⁵ 

[1] Department of Curriculum & Instruction, University of Wisconsin-Madison, Madison, WI 53706, USA;Department of Sociology, UNED, 28040 Madrid, Spain;Department of Sociology, University of Barcelona, 08034 Barcelona, Spain;Department of Theory and History of Education, University of Barcelona, 08035 Barcelona, Spain;Faculty of Psychology and Education, University of Deusto, 48007 Bilbo, Spain;

关键词: citizens;    social media analytics;    mathematics;    didactic resources;    scientific evidence;    social impact;   

DOI  :  10.3390/ijerph182111686

来源: DOAJ

【 摘 要 】

Citizens are increasingly turning to social media to open up debates on issues of utmost importance, such as health or education. When analyzing citizens’ social media interactions on COVID-19, research has underlined the importance of sharing and spreading information based on scientific evidence rather than on fake news. However, whether and how citizens’ interactions in the field of education, particularly in mathematics, are based on scientific evidence remains underexplored. To contribute to filling this gap, this article presents an analysis of citizen debates in social networks about didactic resources for mathematics. Through social media analytics, 136,964 posts were extracted from Reddit, Instagram, Twitter and Facebook, of which 1755 were analyzed. Results show that out of the 213 posts of citizen debates on didactic resources for mathematics, only two contained scientific evidence and eight claimed to contain scientific evidence. These findings highlight the importance of promoting actions to encourage citizen debates around didactic resources for mathematics based on scientific evidence.

【 授权许可】

Unknown