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

  • Jill AdlerEmail author
Article
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Abstract

This is a commentary on the special issue articles on rituals and exploration in mathematics teaching and learning. It explores the question of whether and how we can learn from research on rituals and ritualization, when these are typically associated with poor or even no learning of mathematics. The papers in the special issue show there is indeed much to learn, and the commentary reflects on this learning together with the quandaries that arise from such engagement, in particular the quandaries of understanding and deficit discourses.

Keywords

Rituals Explorations Quandaries Deficits 

Notes

Funding information

This work is based on research supported by the South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation (Grant No. 71218).

Compliance with ethical standards

Disclaimer

Any opinion, finding and conclusion or recommendation expressed in this material is that of the author(s) and the NRF does not accept any liability in this regard.

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.University of the WitwatersrandJohannesburgSouth Africa

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