Author(s): Joshua Woolf
Mentor(s): Jared Colton
Institution USU
What is the rhetoric behind math? What identities do we form with math? Why do some people identify with math and love it, while others do not? Do we accept math as true because we understand it or because we trust the credibility of previous mathematicians? My presentation demonstrates the rich rhetorical history of math and explores the questions above by analyzing the symbols and identities of a mathematical proof in a TED-Ed titled “How many ways are there to prove the Pythagorean theorem?” by Betty Fei. I will use the work of Borchers and Hundley to apply Kenneth Burke’s theory of identification to the symbolic language of math. In brief, identity refers to defining traits, and identification is the alignment of these traits for different things, such as identifying colorful lights with Christmas. Math uses identities to represent ideas in the world around us too. For example, math works with identities on two levels, identities within the language, like the symbols 4 or 5—what they represent and how they relate to each other, and the identities between math and us. Consider the equation or identity 1+1=2: the symbols relate to each other, but we recognize and give meaning to them through our own identities and interactions with the equation. The equation symbolizes and communicates something we understand, like adding one Lego to another making two Lego pieces. The identities we build with this language allow us to understand and apply it. The identities between the numbers and symbols themselves have been cemented by scholars and educators throughout history. Personal connections with these established identities are the goal of learning math. However, as the established identities become more challenging for students to understand and identify with, the rhetoric of math often fails in its purpose of conveying and persuading the student of the truth of the ideas it symbolizes. Students who fail to identify with math may become discouraged and frustrated, influencing how they approach future education or application of math in their lives. For my presentation, I hope to contribute to the understanding of the rhetorical nature of math, which enables us to evaluate its effectiveness at building crucial identities with students and is a vital step towards helping individuals become fluent in the powerful language of math.