RUME 28
2026
Alexandria, Virginia
Memengful Calculus
Page: 540
This study explores student-generated memes submitted as a part of a Calculus II homework assignment. Drawing on a twofold theoretical perspective that combines Bini et al.’s (2023) heuristic model for the creation of a mathematical meme and Bolman and Deal’s (2008) Four Frames framework of an organizational culture, we analyzed 32 memes and corresponding reflections. We found that via memes, students reflect on and communicate their struggles with Calculus and draw connections between Calculus concepts. Memes also became a vehicle for reflecting and shaping the classroom culture, offering students an opportunity to “laugh back” at the course authority. Together, these findings illustrate how memes can serve as reflective artifacts that capture both cognitive and socio-cultural dimensions of learning. We argue that meme-based assignments hold promise for fostering higher-order thinking, humanizing instruction, and promoting engagement in a challenging Calculus course.