Transmedia narratives in the teaching and learning of mathematics: challenges in the practice of the teacher as an orchestrator

Abstract

The use of digital technologies as a support to the learning process may contribute to a more dynamic and participatory way of developing knowledge. Transmedia narratives assume characteristics congruent with this by facilitating the incorporation of educational methodologies that foster learning skills in interaction with digital devices during the exploration of a narrative. Simultaneously, in the case of mathematics, many students interpret the subject without connecting it to their social context and, therefore, do not understand its applicability and usefulness in the real world. This article presents a literature review related to these concepts and their interplay in mathematics learning. An integrative literature review was performed following five steps to collect evidence: 1) formulation of the review question, 2) search, screening and selection (sampling) of information, 3) critical evaluation of the selected information (data collection) ,4a) data extraction (data analysis), 4b) synthesis of the extracted data and thematic analysis, and 5) presentation of data. It was found that the practices of teachers as orchestrators and facilitators of learning and the impact of transmedia narratives in the attempt to motivate students draw them closer to the mathematics subjects explored in classes.