RUME 26
2024
Omaha, Nebraska
Finding Elements of Exploration in a Ritualized Calculus Discourse
Page: 801
Undergraduate mathematics classrooms continue to experiment with active learning strategies as an alternative to the traditional lecture-based teaching model. This paper investigates one student’s (Jacob) engagement in a poster session activity in a Calculus 1 course and explores how he reasoned about calculus concepts in this non-standard learning environment. Informed by Sfard’s theory of commognition, an analysis of Jacob’s discursive routines reveals a complex interplay between ritualized and explorative discourse. While Jacob’s poster presentations appear highly ritualized on the surface, with routines recycled from class, indications of explorative activities emerged in his preparation with a partner, reflecting an active search for suitable routines. This research emphasizes the importance of considering the entire ritual- exploration continuum in mathematics education and raises questions about facilitating the transition from ritualized to explorative discourse.