Math Talk as Discourse Strategy

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Author(s): Stacy Costa (Ontario Institute for Studies in Education, Canada)
Copyright: 2018
Pages: 16
Source title: Empirical Research on Semiotics and Visual Rhetoric
Source Author(s)/Editor(s): Marcel Danesi (University of Toronto, Canada)
DOI: 10.4018/978-1-5225-5622-0.ch010

Keywords: Digital Communications / Information Science Reference / Media & Communications

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Abstract

Mathematical understanding goes beyond grasping numerical values and problem solving. By incorporating visual representation, students can be able to grasp how math can be understood in terms of geometry, which is essentially a visual device. It is important that students be able to incorporate visual representations alongside numerical values to gain meaning from their own knowledge. However, it is also vital that students understand mathematical terminology, via a dialogical-rhetorical pedagogy that now comes under the rubric of “Math Talk,” which in turn is part of a system of teaching known as knowledge building, both of which aim to recapture, in a new way, the Socratic method of dialogical interaction. This chapter explores how knowledge building, as a methodology, can assist in furthering student understanding and how math talk leads to a deeper understanding of mathematical principles.

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