2018
DOI: 10.1007/s10649-018-9815-6
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Ritualisation in early number work

Abstract: In this paper, we propose a way of thinking about ritual that is new to mathematics education research and that challenges the more common approaches to ritual that dichotomise thinking and acting. We argue for a material, monist conceptualisation of ritual, which we refer to as ritualisation. In the context of early number work, we show that ritualisation can be seen as meaningful-and not simply as rote repetition lacking mathematical sophistication-particularly in relation to a symbolically structured enviro… Show more

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Cited by 12 publications
(9 citation statements)
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“…Curriculum design in mathematics has tended to prioritize the counting of objects, attending to things, emphasizing cardinality as the starting point. We do not see any reason why such work has to come before more relational, and therefore abstract, work on number naming (Coles & Sinclair, 2019).…”
Section: Concrete and Abstractmentioning
confidence: 88%
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“…Curriculum design in mathematics has tended to prioritize the counting of objects, attending to things, emphasizing cardinality as the starting point. We do not see any reason why such work has to come before more relational, and therefore abstract, work on number naming (Coles & Sinclair, 2019).…”
Section: Concrete and Abstractmentioning
confidence: 88%
“…As mentioned earlier, our interest in symbolically structured environments arose out of our engagement with the work of Bell (1991) and consideration of the potential for ritualization practices in the mathematics classroom. We argued (Coles & Sinclair, 2019) that there is a role for the mathematics teacher in the "setting apart of distinct and privileged activity" (p.189), for instance, in proposing particular symbols and actions. These choices constrain the activity of students in ways that can be productive in terms of their doing of mathematics.…”
Section: Roles Of the Teacher In A Ssementioning
confidence: 99%
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“…The phrase SSE comes from the work of the anthropologist Catherine Bell (1991). Bell developed the notion of ritualization, which Sinclair and I (Coles & Sinclair, 2019a) have applied to mathematics teaching. A "ritual" in a mathematics classroom often has negative connotations of an unthinking sequence of actions, in contrast to more exploratory of meaningful activity (Sfard, 2008).…”
Section: Which Mathematics?mentioning
confidence: 99%
“…Later on, a special issue with seven studies was published, where the researchers explored rituals solely but also as a dyad with explorations in learning, teaching, or learning-toteach contexts (Heyd-Metzuyanim & Graven, 2019). Heyd-Metzuyanim and Graven (2019) synthesized the studies of this issue in three main themes: the logic of rituals and their persistence in class (Coles & Sinclair, 2019;Lavie et al, 2019;McCloskey et al, 2019;Nachlieli & Tabach, 2019), questions about the co-existence of rituals and explorations and whether they are binary or in a continuum (Heyd-Metzuyanim et al, 2016;Nachlieli & Tabach, 2019;Viirman & Nardi, 2019), and the different conceptualizations of rituals and explorations (Coles & Sinclair, 2019;McCloskey et al, 2019;Robertson & Graven, 2019). Most of the studies above focused on school mathematics and not on university mathematics.…”
Section: Teaching For Supporting Students' De-ritualization Of Provin...mentioning
confidence: 99%