The meme is the message: How digital technologies transform participation in the mathematics classroom

This paper explores how digital technology can transform the pace, scale, and pattern of participation in the mathematics classroom, opening new forms of engagement. Drawing on data from the MeMa project, we examine the implementation of mathematical meme activities in three Italian secondary school classes and analyse their impact on students' participation. A quantitative participation metric and a content-based meme categorisation are used to explore students’ engagement. Results suggest that digital content creation fosters broader and more diverse participation, allowing students to express cognitive tensions and question cultural norms. We argue that meme-based practices are not merely digital pedagogical tools, but cultural forms that reshape what counts as meaningful participation in the mathematics classroom.