The aim of this study is to contribute further to the study of rhetoric in science. The essay will work as additional justification for the significant role rhetoric has in the science field. Starting in the rhetoric of science and everything it has to offer, this essay then concentrates on a specific area of science: mathematics. Specifically mathematics taught in Sweden to students in 9th and 10th grade. With the help of Lloyd F. Bitzers conceptual apparatus and Kim-Erik Berts questions of proof, this work concludes that there has been a shift in the use of proof in mathematics and therefore a shift in the basic scientific view that is taught in school. The proof has lost its convincing role. This both speaks for the important part that rhetoric plays in scientific studies, as well as the shift away from factual proofs as the most convincing.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-446607 |
| Date | January 2021 |
| Creators | Ansén, Erika |
| Publisher | Uppsala universitet, Avdelningen för retorik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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