Learning about Mathematics teaching and learning from studying rituals and ritualization?

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dc.article.end-page299en_ZA
dc.article.start-page291en_ZA
dc.contributor.authorAdler, J
dc.date.accessioned2021-08-12T13:40:13Z
dc.date.available2021-08-12T13:40:13Z
dc.date.issued2019
dc.description.abstractThis 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.en_ZA
dc.description.librarianMS2021en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationAdler, Jill. (2019). Learning about Mathematics teaching and learning from studying rituals and ritualization? A commentary. Educational Studies in Mathematics, 101 pp. 291-299.en_ZA
dc.identifier.urihttps://hdl.handle.net/10539/31495
dc.journal.issueIssue 2en_ZA
dc.journal.titleEducational Studies in Mathematicsen_ZA
dc.journal.volume101en_ZA
dc.language.isoenen_ZA
dc.schoolWits School of Educationen_ZA
dc.subjectDeficitsen_ZA
dc.subjectExplorationsen_ZA
dc.subjectQuandariesen_ZA
dc.subjectRitualsen_ZA
dc.titleLearning about Mathematics teaching and learning from studying rituals and ritualization?en_ZA
dc.typeArticleen_ZA
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