Lesson 13, Topic 3
- Why do you think Andrew asks you to have your students think of solving equations not in terms of solutions, but in terms of mathematical compositions? How can that image help students think about the process of making mathematical arguments?
- How can insisting that your students demonstrate step-by-step understanding help improve their mathematics vocabulary? How can it drive home the idea that math is logical and there is no “magic” involved?
- What is Aristotle’s definition of rhetoric, and how can you help your students connect it with how they solve math equations? How can you involve the students’ “audience” more, and help them to recognize the common understanding that will allow them to use that knowledge in their arguments?
- How does a student’s ability to begin to synthesize and “skip” steps help them grow in their skills in mathematical rhetoric (presenting an eloquent, persuasive argument to an audience based on what they know)? Could the use of rhetoric in the math classroom ever become problematic?