@article{MAKHILLTSS201813624718,
    title = {Dialogic Communication: Reviving Mathematics and
Science Pedagogy for the 21st Century},
    journal = {The Social Sciences},
    volume = {13},
    number = {6},
    pages = {1133-1141},
    year = {2018},
    issn = {1818-5800},
    doi = {sscience.2018.1133.1141},
    url = {https://makhillpublications.co/view-article.php?issn=1818-5800&doi=sscience.2018.1133.1141},
    author = {Sindiso and},
    keywords = {dialogue,pedagogy,science,Mathematics,Dialogic communication,interaction},
    abstract = {Mathematics and science are frequently perceived as complex and mentally demanding subjects by
both teachers and learners. The prevailing perceptions of difficulty in conceptualizing scientific knowledge arise
from the fundamental problematics of the role of communication skills in Mathematics and Science pedagogy.
It is not enough for students to cram the periodic table and to master quadratic equations. Complex processes
and abstract formulae require expression in simple, functional and concrete terms. For successful learning to
take place, the teacher must be a skilled communicator who can select and unpack complex topics in order to
facilitate shared understanding. This study proposes that functional communication skills in the learning of
Mathematics and Science should involve exploitation of the dialogic approach to instruction as opposed to
monologic methodologies. Given the background that knowledge without context is useless, this study argues
that dialogic communication is an imperative instrument in the quest to contextualize knowledge. Furthermore,
this study proposes a model that draws on Bakhtin’s conception of successful interaction as rooted in dialogue
to account for dialogic interaction in classroom discourse. The study seeks to demonstrate that integration of
dialogue and mediation in the stimulation of higher cognitive functions could result in the achievement of
positive outcomes in the learning of Mathematics and science. Dialogic instruction as an emerging pedagogy
makes scientific knowledge accessible to students and relevant to society for human development in
the 21st century.}
    }