“How to meme it”: reverse engineering the creative process of mathematical Internet memes

Abstract Mathematical Internet memes are examples of how the creative thrust characterising Web 2.0 environment reaches field mathematics, translating mathematical statements into a new digital form endowed with an epistemic potential that is capable initiating process argumentation. The research presented in this paper aims to shed light on memes, contributing building body knowledge that, prospectively, could enable educators profit from these objects their teaching. Theoretically, based widened concept creativity focuses connection linking culture and distinguishing merging three perspectives disclose meanings memes. Methodologically, memes’ creation investigated through reverse engineering approach dataset about 2100 items collected 3-year-long ethnographic observation within online communities. result heuristic action model process, validated by creating two shared observed communities explore if they retain characteristics Web-found ones.