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 environment. We argue that ritualisation practices can allow entry into new fields of activity and discourse, without going through a phase of merely un-thinking performance.
- SoE Centre for Teaching Learning and Curriculum
- Early number
- Number naming
- Symbolically structured environment
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- Centre for Higher Education Transformations
- School of Education - Professor of Mathematics Education
- Educational Futures Network
- Centre for Teaching, Learning and Curriculum
- Cabot Institute for the Environment
- Artful Narrative Inquiry Network (Ani-net)
- Mathematics Education Research Network (MERN)
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