Ritual versus exploration routines and the process of de-ritualization¶

Theory · All theories
Evidence · no claims cited

Description¶

Drawing on Lavie et al. (2019), the paper describes routines as repetitive patterns operationalized as task-procedure pairs, classified into practical and discursive routines. Discursive routines split into ritual routines, which are process-oriented, performed for social approval or avoiding punishment, and exploration routines, which are outcome-oriented and aimed at producing and endorsing a narrative with intrinsic motivation. The transformation of ritual into exploration routines is defined as de-ritualization, which can proceed vertically or horizontally and can be "gradual and slow". The paper argues this dyad is underexplored at university level, where most prior work focused on school mathematics.

Design Implications¶

Context¶

Requirements¶

• Observation of changes in learners' performance over time, with attention shifting from the performance as such to its outcome

Constraints¶

• In empirical research, pure rituals or pure explorations rarely appeared; a spectrum of intermediate possibilities lies between them

Target Learners¶

• university mathematics students
• school mathematics students

Target Learning Objectives¶

• shifting from ritualized to explorative participation in mathematical discourse
• independent proving

Claims¶

Related Theories¶

• Commognition
• Commognitive framework: thinking as communication and learning as participation in mathematical discourse

Examples¶

• Analyze lecturers' proof discourse for flexibility, bondedness, applicability, agentivity, objectification, and substantiability to study de-ritualization opportunities
• Ritualize collaborative activities so students become fluent in the skills the ritual requires

Key Sources¶

• Karavi, Mali, & Avraamidou. (2022). Commognition as an approach to studying proof teaching in university mathematics lectures. EURASIA Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/12173