Routinization in the Context of Equation and Inequality Concepts: A Case Study

This study aims to reveal the structure of learning as routinization by providing empirical examples. The participation of a high school student in discourse in task situations involving systems of equations and inequalities was examined in terms of objectification of the discourse, flexibility, bondedness, substantiability, performer’s agentivity, and applicability. The study was designed as a case study, one of the qualitative research methods. Elif, the study participant, is an 11th-grade student studying courses focused on mathematics and science-oriented fields in a public high school. The data were collected through semi-structured individual and focus group interviews. Findings showed that Elif exhibited ritualistic participation by imitating others in the individual interview. In contrast, she exhibited more explorative participation in the focus group interviews as the participants became aware of the structure of the concepts. It was found that students’ participation in discourses was more explorative when they reflected on the routines of those they considered more experienced. It was also determined that for learning to occur as routinization, individuals should participate in discourse and make an effort to develop their routines from process-oriented to result-oriented.