### Abstract

This study offers an account of ways in which ritual (McCloskey, 2014) serves as a lens for identifying societal and cultural patterns related to mathematics teaching and learning in present-day US classrooms. We use data from an ethnographic study of a fifth grade mathematics classroom in which a student teacher and a mentor teacher shared responsibility for teaching a fractions unit. Using the analytic framework of ritual, we highlight the cultural nature of teaching, learning, and learning to teach mathematics. We use classroom observations and interview data to identify instances of each of the four aspects of ritual and draw on Gregg (1995) to suggest cultural patterns at work in this classroom. Our analysis and interpretation illuminate aspects of the complexity of teaching, learning, and learning to teach mathematics.

Original language | English (US) |
---|---|

Pages (from-to) | 195-213 |

Number of pages | 19 |

Journal | Educational Studies in Mathematics |

Volume | 101 |

Issue number | 2 |

DOIs | |

State | Published - Jun 15 2019 |

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### All Science Journal Classification (ASJC) codes

- Mathematics(all)
- Education

### Cite this

}

*Educational Studies in Mathematics*, vol. 101, no. 2, pp. 195-213. https://doi.org/10.1007/s10649-017-9779-y

**Theorizing mathematics instruction using ritual : tensions in teaching fractions in a fifth grade classroom.** / McCloskey, Andrea Vujan; Lloyd, Gwendolyn Monica; Lynch, Courtney.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Theorizing mathematics instruction using ritual

T2 - tensions in teaching fractions in a fifth grade classroom

AU - McCloskey, Andrea Vujan

AU - Lloyd, Gwendolyn Monica

AU - Lynch, Courtney

PY - 2019/6/15

Y1 - 2019/6/15

N2 - This study offers an account of ways in which ritual (McCloskey, 2014) serves as a lens for identifying societal and cultural patterns related to mathematics teaching and learning in present-day US classrooms. We use data from an ethnographic study of a fifth grade mathematics classroom in which a student teacher and a mentor teacher shared responsibility for teaching a fractions unit. Using the analytic framework of ritual, we highlight the cultural nature of teaching, learning, and learning to teach mathematics. We use classroom observations and interview data to identify instances of each of the four aspects of ritual and draw on Gregg (1995) to suggest cultural patterns at work in this classroom. Our analysis and interpretation illuminate aspects of the complexity of teaching, learning, and learning to teach mathematics.

AB - This study offers an account of ways in which ritual (McCloskey, 2014) serves as a lens for identifying societal and cultural patterns related to mathematics teaching and learning in present-day US classrooms. We use data from an ethnographic study of a fifth grade mathematics classroom in which a student teacher and a mentor teacher shared responsibility for teaching a fractions unit. Using the analytic framework of ritual, we highlight the cultural nature of teaching, learning, and learning to teach mathematics. We use classroom observations and interview data to identify instances of each of the four aspects of ritual and draw on Gregg (1995) to suggest cultural patterns at work in this classroom. Our analysis and interpretation illuminate aspects of the complexity of teaching, learning, and learning to teach mathematics.

UR - http://www.scopus.com/inward/record.url?scp=85026905275&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85026905275&partnerID=8YFLogxK

U2 - 10.1007/s10649-017-9779-y

DO - 10.1007/s10649-017-9779-y

M3 - Article

AN - SCOPUS:85026905275

VL - 101

SP - 195

EP - 213

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2

ER -