The number of people who have resorted to video lessons on social networks to learn math is quite increasing. Much of this is due to the dismantling of encyclopedic modes of education in schools, among other factors, such as the student's lack of attention to regular classes. Through an archaeogenealogical Analysis of Discourse, this work tries to understand and emphasize the mechanisms that are important and propellers of this new way of teaching and learning mathematics in the present time. This work is part of a current research project, which links and analyzes its effects in this innovative environment from the point of view of Theory of Attention, which presents some fundamental factors that both students and virtual teachers come to seek and work in this environment.
