Emerging meanings of mathematical learning in the Math Marathon

Argenis Elpidio López Stubbs
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Argenis Elpidio López Stubbs: Universidad Católica Nordestana, San Francisco de Macorís, Duarte

Pedagogical Constellations, 2025, vol. 4, issue 2, 800-833

Abstract: This study analyzes the emerging meanings of mathematical learning as expressed in the discourses of students, teachers, and technical staff who participated in the Math Marathon, a playful strategy implemented in public schools. The purpose was to interpret how the experience of learning mathematics is configured when it is experienced through play, emotion, and collaboration. A qualitative methodology based on Critical Discourse Analysis was used, with thematic coding, voice triangulation, and semantic visualization through a network of co-occurrences. The results reveal that positive emotion—particularly enjoyment, confidence, and empowerment—acts as a driving force for learning, while teachers redefine their role toward creative and reflective mediation. Collaboration emerges as the central axis articulating affective, cognitive, and social dimensions, giving rise to a transformative educational ecology. It is concluded that play, when intentionally designed, allows for a reconfiguration of the relationship with mathematics, fostering more inclusive, humane, and meaningful pedagogical practices.

Keywords: mathematical learning; discourse analysis; semantic co-occurrences; game; emotion; competition (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:4:y:2025:i:2:id:144

DOI: 10.69821/constellations.v4i2.144

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