Ritualized Non-Mathematics in Drawing Curves

This study aimed to investigate students’ mathematical discourse related to the concavity, turning points, and maximum and minimum used in describing graphs on derivative use materials. More specifically, the characteristics of the mathematical discourse based on the commognition perspective is the focus of this study. Data were collected from 70 students who were given assignments on describing function graphs. The results of the students’ assignment work are sorted. Every same answer is in one group. Likewise for different answers. Subjects were selected based on the two groups. Subjects who answered correctly and completely did not become research subjects. Furthermore, interviews were conducted with 11 selected students who were used as research subjects. A qualitative approach was used in this study. The results obtained from the 11 subjects interviewed were different discourses. The research findings revealed the existence of cognitive conflicts. The subject did not build a well-supported narrative. The researcher continued to explore the subject’s ideas and knowledge about the task of describing curves on the derivative application material. There was a misalignment in their task completion and interview results. So that communitive conflicts, especially in ritualized non-mathematics. This is based on the incorrect procedure/statement given by the subject. When completing a task, keywords must first be understood and used properly. Furthermore, using definitions of keywords that have been agreed upon by experts in discourse. In addition, aspects of visual mediators and endorsed narrative are also needed. So that communitive conflict can be overcome.