Do you see math? How Bayesian inference and Internet memes can shed light on students’ understanding of mathematical concepts

This study examines mathematics students' engagement with visual resources, using Bayesian inference and Wittgenstein's "seeing as" concept to explore how they use meme templates to represent mathematical concepts. The analysis of memes created by two high-school students reveals the significant influence of their mathematical knowledge and conceptual understanding on their representations, uncovering strengths and weaknesses not easily captured by conventional tasks. The findings contribute a fresh viewpoint on students’ understanding of mathematical concepts, broadening the conversation on the role of visual inputs in mathematics education.