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Teaching Math Classically
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Introduction
Teaching Math Classically—Introduction: How to Teach Mathematics Well (Preview Content) -
LessonsLesson 1: The State of Math Education in America (Preview Content)3 Topics|1 Quiz
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Lesson 2: How to Improve Math Education in the US (Preview Content)3 Topics|1 Quiz
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Lesson 3: The Trivium and Mathematics Education3 Topics|1 Quiz
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Lesson 4: The Grammar of Mathematics3 Topics|1 Quiz
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Lesson 5: Mathematics, Memory, and Retained Learning3 Topics|1 Quiz
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Lesson 6: Cultivating a Reflective and Collaborative Faculty3 Topics|1 Quiz
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Lesson 7: Strategies for Reforming a Math Program3 Topics|1 Quiz
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Lesson 8: Teaching Math with Socratic Dialogue—Part 13 Topics|1 Quiz
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Lesson 9: Teaching Math with Socratic Dialogue—Part 23 Topics|1 Quiz
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Lesson 10: Rhetoric in the Mathematics Classroom3 Topics|1 Quiz
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Lesson 11: Taking a Liturgical Audit3 Topics|1 Quiz
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Lesson 12: Constructing Mathematical Arguments3 Topics|1 Quiz
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Lesson 13: Mathematical Proofs Students Should Know2 Topics|1 Quiz
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Lesson 14: The Beauty of Math and Poetic Instruction3 Topics|1 Quiz
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Lesson 15: Teaching Math as Storytelling3 Topics|1 Quiz
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Lesson 16: Essential Elements for Teaching Math2 Topics|1 Quiz
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Lesson 17: Mathematics as a Humanities Subject4 Topics|1 Quiz
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InterviewsInterview: Andrew Elizalde on Math Education
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Interview: Andrew Elizalde on How He Became Interested in Mathematics1 Topic
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Interview: Andrew Elizalde on His Journey into Classical Education1 Topic
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Interview: Bill Carey on Teaching Math Classically
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End of Course TestEnd of Course Test: Teaching Math Classically1 Quiz
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Question 1 of 17
1. Question
Mathematicians approve other mathematicians’ papers according to whether they are true and:
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Question 2 of 17
2. Question
Professional mathematicians’ work is always right the first time.
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Question 3 of 17
3. Question
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
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
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
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
What is the prerequisite for lasting school reform?
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Question 8 of 17
8. Question
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
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
The virtues of the Socratic method are:
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Question 11 of 17
11. Question
What is the art of mathematical rhetoric?
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Question 12 of 17
12. Question
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
If students skip too quickly over steps in solving an equation, they might:
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Question 14 of 17
14. Question
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
Mathematics is a “language” that:
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Question 16 of 17
16. Question
Which is a reason why storytelling should become part of our pedagogy?
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Question 17 of 17
17. Question
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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