Teaching Math Classically

IntroductionTeaching Math Classically—Introduction: How to Teach Mathematics Well (Preview Content)

LessonsLesson 1: The State of Math Education in America (Preview Content)3 Topics1 Quiz

Lesson 2: How to Improve Math Education in the US3 Topics1 Quiz

Lesson 3: The Trivium and Mathematics Education3 Topics1 Quiz

Lesson 4: The Grammar of Mathematics3 Topics1 Quiz

Lesson 5: Mathematics, Memory, and Retained Learning3 Topics1 Quiz

Lesson 6: Cultivating a Reflective and Collaborative Faculty3 Topics1 Quiz

Lesson 7: Strategies for Reforming a Math Program3 Topics1 Quiz

Lesson 8: Teaching Math with Socratic Dialogue—Part 13 Topics1 Quiz

Lesson 9: Teaching Math with Socratic Dialogue—Part 23 Topics1 Quiz

Lesson 10: Rhetoric in the Mathematics Classroom3 Topics1 Quiz

Lesson 11: Taking a Liturgical Audit3 Topics1 Quiz

Lesson 12: Constructing Mathematical Arguments3 Topics1 Quiz

Lesson 13: Mathematical Proofs Students Should Know2 Topics1 Quiz

Lesson 14: The Beauty of Math and Poetic Instruction3 Topics1 Quiz

Lesson 15: Teaching Math as Storytelling3 Topics1 Quiz

Lesson 16: Essential Elements for Teaching Math2 Topics1 Quiz

Lesson 17: Mathematics as a Humanities Subject4 Topics1 Quiz

InterviewsInterview: Andrew Elizalde on Math Education

Interview: Andrew Elizalde on How He Became Interested in Mathematics1 Topic

Interview: Andrew Elizalde on His Journey into Classical Education1 Topic

Interview: Bill Carey on Teaching Math Classically

End of Course TestEnd of Course Test: Teaching Math Classically1 Quiz
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Question 1 of 17
1. Question
1 point(s)Mathematicians approve other mathematicians’ papers according to whether they are true and:
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Question 2 of 17
2. Question
1 point(s)Professional mathematicians’ work is always right the first time.
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Question 3 of 17
3. Question
1 point(s)What is one of the most important steps a teacher can take to improve his or her teaching?
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Question 4 of 17
4. Question
1 point(s)Andrew suggests a reason that mathematics has become tedious is that it has been separated from its inherent relationship with truth and Creation.
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Question 5 of 17
5. Question
1 point(s)The grammar of mathematics is best taught through exploration and concrete examples instead of abstract concepts to be memorized.
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Question 6 of 17
6. Question
1 point(s)Taking the time to teach students WHY the operation is done this way is just as important as HOW.
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Question 7 of 17
7. Question
1 point(s)What is the prerequisite for lasting school reform?
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Question 8 of 17
8. Question
1 point(s)The final thing you need to do to comprehensively refine a math program is to establish a reflective, collaborative, and professional culture at your school.
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Question 9 of 17
9. Question
1 point(s)When you see the flaws in a student’s proposition, it is important to dismiss the idea right away, before the student looks into it too closely.
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Question 10 of 17
10. Question
1 point(s)The virtues of the Socratic method are:
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Question 11 of 17
11. Question
1 point(s)What is the art of mathematical rhetoric?
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Question 12 of 17
12. Question
1 point(s)In taking a liturgical audit, we should consider not only how the student day is structured in terms of time and activities, but even in terms of physical space and architecture.
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Question 13 of 17
13. Question
1 point(s)If students skip too quickly over steps in solving an equation, they might:
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Question 14 of 17
14. Question
1 point(s)Even if students don’t understand every step of a proof, they can still appreciate that the steps are arrived at by logical reasoning and not by mathematical “magic.”
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Question 15 of 17
15. Question
1 point(s)Mathematics is a “language” that:
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Question 16 of 17
16. Question
1 point(s)Which is a reason why storytelling should become part of our pedagogy?
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Question 17 of 17
17. Question
16 point(s)In an essay of 500 to 600 words, summarize the various suggestions from this course for creating an environment of interactive, collaborative, enthusiastic learning of mathematics for students.

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