View in EDS

Mathematical learning opportunities in YouTube resources: an investigation of content creators' positioning and discourse.

Saved in:
Bibliographic Details
Title: Mathematical learning opportunities in YouTube resources: an investigation of content creators' positioning and discourse.
Authors: Arnesen, Kristin Krogh1 (AUTHOR) kristin.arnesen@ntnu.no, Valenta, Anita1 (AUTHOR), Radmehr, Farzad1 (AUTHOR)
Source: Educational Studies in Mathematics. May2026, Vol. 122 Issue 1, p157-178. 22p.
Subject Terms: *Tutors & tutoring, *Mathematics education, *Educational resources, *Educational films, Derivatives (Mathematics), Discursive practices, Sociocultural factors
Abstract: During the last decades, YouTube learning resources have gained popularity among mathematics learners. Although research has shown that tertiary students frequently use YouTube to support their mathematics learning, little research has been conducted to investigate such resources' content or their potential learning opportunities. In this multiple case study, we employ a broader discursive theory (positioning theory) as well as a theory of mathematical discourse (commognition) to analyze learning opportunities in a selection of YouTube learning resources on the topic of derivatives. By combining the two theories, we can attend to mathematical and socio-cultural perspectives regarding how YouTube content creators present mathematical content. The analysis of five cases reveals variations in how the mathematical content is disseminated, the positions taken by the content creators and given to the viewers, and how mathematics is presented as a socially embedded discourse (storylines). We further discuss the interplay between these aspects and how the learning resources can either afford or limit learning opportunities. [ABSTRACT FROM AUTHOR]
Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 193115949
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mathematical learning opportunities in YouTube resources: an investigation of content creators' positioning and discourse.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Arnesen%2C+Kristin+Krogh%22">Arnesen, Kristin Krogh</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kristin.arnesen@ntnu.no</i><br /><searchLink fieldCode="AR" term="%22Valenta%2C+Anita%22">Valenta, Anita</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Radmehr%2C+Farzad%22">Radmehr, Farzad</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. May2026, Vol. 122 Issue 1, p157-178. 22p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+resources%22">Educational resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+films%22">Educational films</searchLink><br /><searchLink fieldCode="DE" term="%22Derivatives+%28Mathematics%29%22">Derivatives (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Discursive+practices%22">Discursive practices</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: During the last decades, YouTube learning resources have gained popularity among mathematics learners. Although research has shown that tertiary students frequently use YouTube to support their mathematics learning, little research has been conducted to investigate such resources' content or their potential learning opportunities. In this multiple case study, we employ a broader discursive theory (positioning theory) as well as a theory of mathematical discourse (commognition) to analyze learning opportunities in a selection of YouTube learning resources on the topic of derivatives. By combining the two theories, we can attend to mathematical and socio-cultural perspectives regarding how YouTube content creators present mathematical content. The analysis of five cases reveals variations in how the mathematical content is disseminated, the positions taken by the content creators and given to the viewers, and how mathematics is presented as a socially embedded discourse (storylines). We further discuss the interplay between these aspects and how the learning resources can either afford or limit learning opportunities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193115949
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10649-025-10453-6
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 157
    Subjects:
      – SubjectFull: Tutors & tutoring
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Educational resources
        Type: general
      – SubjectFull: Educational films
        Type: general
      – SubjectFull: Derivatives (Mathematics)
        Type: general
      – SubjectFull: Discursive practices
        Type: general
      – SubjectFull: Sociocultural factors
        Type: general
    Titles:
      – TitleFull: Mathematical learning opportunities in YouTube resources: an investigation of content creators' positioning and discourse.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Arnesen, Kristin Krogh
      – PersonEntity:
          Name:
            NameFull: Valenta, Anita
      – PersonEntity:
          Name:
            NameFull: Radmehr, Farzad
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00131954
          Numbering:
            – Type: volume
              Value: 122
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Studies in Mathematics
              Type: main
ResultId 1