Digital Videos and Critical Mathematics Education: shifts in knowledge in educational action

Abstract

This paper aims to critically understand how the mathematical discourse of the video The Geometry of Bees is expressed in terms of mathematics and multimodality. Based on the analysis of multimodal discourse, grounded in Social Semiotics, from the perspective of the construct Humans-with-media and Critical Mathematical Education, we proceeded to analyze the narrative in question. The methodology included modal data collection and multimodal transcription. The video was chosen for its relevance in the application of mathematical concepts and its critical approach to geopolitical and environmental issues. We conclude that the producers-with-media construct a discourse that encapsulates social contexts, physicality, and languages, and is constituted through the interaction of various levels of world knowledge and even technology to give meaning to the video narrative, which is an agent of knowledge displacement in educational action.

Keywords
Digital Videos; Multimodal Discourse Analysis; Critical Mathematics Education