Learning about mathematics teaching and learning from studying rituals and ritualization? A commentary

Adler, Jill

doi:10.1007/s10649-018-9876-6

Cited by 4 publications

(10 citation statements)

References 19 publications

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“…Yet, they also open up new questions. These are picked up and reflected upon thoughtfully in Adler's (2019) commentary. One of the questions Adler raises is whether it is possible to avoid deficit discourses and the ways by which the Britual-exploration^dyad feeds into these discourses.…”

Section: Discussionmentioning

confidence: 99%

“…For example, the Bformalised^and Btraditionalised^aspects, which anchor action in external authority (textbook, teacher leader), are very similar to Sfard and Lavie's (2005) original characterisation of rituals as relying on external authority. Also, the Bperformance^aspect, at least as it is exemplified in McCloskey et al, is related to a focus on procedures rather than end results, precisely the aspect of routines that earns the Brituall abel according to Lavie et al Coles and Sinclair (2018) offer a different view of ritual, focusing on the term Britualisation^. They build on the work of the religious studies scholar, Catherine Bell, whose book BRitual theory, ritual practice^(1991) theorises rituals as providing insight into Bthe cultural dynamics by which people make and remake their worlds^(p.3, cited in Coles & Sinclair, 2018).…”

Section: Alternative Views Of Ritualmentioning

confidence: 99%

“…Also, the Bperformance^aspect, at least as it is exemplified in McCloskey et al, is related to a focus on procedures rather than end results, precisely the aspect of routines that earns the Brituall abel according to Lavie et al Coles and Sinclair (2018) offer a different view of ritual, focusing on the term Britualisation^. They build on the work of the religious studies scholar, Catherine Bell, whose book BRitual theory, ritual practice^(1991) theorises rituals as providing insight into Bthe cultural dynamics by which people make and remake their worlds^(p.3, cited in Coles & Sinclair, 2018). For Coles and Sinclair, the important aspect of Bell's theory lies in that she Bseeks to develop a way of thinking about ritual that does not take the a priori assumption that thought and action are disjointed^.…”

Section: Alternative Views Of Ritualmentioning

confidence: 99%

“…Having defined ritualisation as Bthe privileging of certain activities over others^, Coles and Sinclair (2018) turn to examine their own repetitive actions (serving as the teachers of 1st-graders in two different settings) when working with young learners on developing automatic and fluent number naming, with the goal of developing the learners' number sense. Coles and Sinclair make unique usage of discourse representation (in the form of special spacing and indentation to give a sense of the discourse's rhythm).…”

Section: Alternative Views Of Ritualmentioning

confidence: 99%

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Rituals and explorations in mathematical teaching and learning: introduction to the special issue

Heyd-Metzuyanim

Graven

2019

Educ Stud Math

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This special issue comprises seven studies and a commentary piece, which relate to various aspects of rituals and the Britual-exploration^dyad in learning, teaching and learning-to-teach mathematics. The theme of the special issue arose from Sfard and Lavie's (Cognition and Instruction, 23(2), 237-309, 2005) Britual^vs. Bexplorative^dyad, on which a Working Session was held during the PME conference in 2016. Three central themes are addressed in the papers of this special issue: (1) the logic of ritual, and why rituals are so persistent in mathematics classrooms; (2) the coexistence of rituals and explorations, including the question of whether rituals and explorations are a binary or a continuum; and (3) alternative theoretical conceptualisations of the ritual-exploration dyad, focusing in particular on what can be learned about rituals from social and critical theory, as well as socio-linguistics. In this introduction, we first give an overview of each of the papers and its unique contribution. We then synthesise the answers given by the papers to the three themes described above.

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Section: Discussionmentioning

confidence: 99%

Section: Alternative Views Of Ritualmentioning

confidence: 99%

Section: Alternative Views Of Ritualmentioning

confidence: 99%

Section: Alternative Views Of Ritualmentioning

confidence: 99%

See 2 more Smart Citations

Rituals and explorations in mathematical teaching and learning: introduction to the special issue

Heyd-Metzuyanim

Graven

2019

Educ Stud Math

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“…When teaching mathematics to the youngest students, everyday language and everyday experiences are often used to illustrate mathematical concepts (Adler, 2019). This type of teaching has proven to be problematic since mathematical concepts are theoretical (i.e., scientific) and therefore not accessible through everyday language or everyday actions (Davydov, 1990).…”

Section: Introductionmentioning

confidence: 99%

Learning actions indicating algebraic thinking in multilingual classrooms

Eriksson

2020

Educ Stud Math

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This article discusses algebraic thinking regarding positive integers and rational numbers when students, 6 to 9 years old in multilingual classrooms, are engaged in an algebraic learning activity proposed by the El’konin and Davydov curriculum. The main results of this study indicate that young, newly arrived students, through tool-mediated joint reflective actions as suggested in the ED curriculum, succeeded in analysing arithmetical structures of positive integers and rational numbers. When the students participated in this type of learning activity, they were able to reflect on the general structures of numbers established as additive relationships (addition and subtraction) as well as multiplicative relationships (multiplication and division) and mixtures thereof, thus a core foundation of algebraic thinking. The students then used algebraic symbols, line segments, verbal, written, and gesture language to elaborate and construct models related to these relationships. This is in spite of the fact that most of the students were second language learners. Elaborated in common experiences staged in the lessons, the learning models appeared to bridge the lack of common verbal language as the models visualized aspects of the relationships among numbers in a public manner on the whiteboard. These learning actions created rich opportunities for bridging tensions in relation to language demands in the multilingual classroom.

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Collective Reasoning and the Use of Learning Models for Relationships Between Quantities, as Suggested by the El’konin–Davydov Curriculum

Eriksson

2024

Early Childhood Research and Education: An Inter-Theoretical Focus

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Learning about mathematics teaching and learning from studying rituals and ritualization? A commentary

Cited by 4 publications

References 19 publications

Rituals and explorations in mathematical teaching and learning: introduction to the special issue

Rituals and explorations in mathematical teaching and learning: introduction to the special issue

Learning actions indicating algebraic thinking in multilingual classrooms

Collective Reasoning and the Use of Learning Models for Relationships Between Quantities, as Suggested by the El’konin–Davydov Curriculum

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