Back to Course
Teaching Math Classically
0% Complete
0/0 Steps
-
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
-
Lesson 2: How to Improve Math Education in the US (Preview Content)3 Topics|1 Quiz
-
Lesson 3: The Trivium and Mathematics Education3 Topics|1 Quiz
-
Lesson 4: The Grammar of Mathematics3 Topics|1 Quiz
-
Lesson 5: Mathematics, Memory, and Retained Learning3 Topics|1 Quiz
-
Lesson 6: Cultivating a Reflective and Collaborative Faculty3 Topics|1 Quiz
-
Lesson 7: Strategies for Reforming a Math Program3 Topics|1 Quiz
-
Lesson 8: Teaching Math with Socratic Dialogue—Part 13 Topics|1 Quiz
-
Lesson 9: Teaching Math with Socratic Dialogue—Part 23 Topics|1 Quiz
-
Lesson 10: Rhetoric in the Mathematics Classroom3 Topics|1 Quiz
-
Lesson 11: Taking a Liturgical Audit3 Topics|1 Quiz
-
Lesson 12: Constructing Mathematical Arguments3 Topics|1 Quiz
-
Lesson 13: Mathematical Proofs Students Should Know2 Topics|1 Quiz
-
Lesson 14: The Beauty of Math and Poetic Instruction3 Topics|1 Quiz
-
Lesson 15: Teaching Math as Storytelling3 Topics|1 Quiz
-
Lesson 16: Essential Elements for Teaching Math2 Topics|1 Quiz
-
Lesson 17: Mathematics as a Humanities Subject4 Topics|1 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
Lesson 12,
Topic 3
In Progress
Discussion Questions
Lesson Progress
0% Complete
- Before this lecture, how much thought had you given to how daily routines and rhythms can affect the way your students are being formed? How has this lesson made you more observant of the habits of your school and your own practices?
- What do you think about James K. Smith’s idea of “human beings as liturgical animals, creatures who can’t not worship and who are fundamentally formed by their worship practices”? What worship practices does your school promote, both obvious and implied?
- What are some areas Andrew suggests might need revisiting in a liturgical audit of a school? Do any of these need a closer look where you teach? How would you refine those areas? What are some areas you would add to Andrew’s list?
- How did Andrew’s speech “Marked Not for Human Consumption” impact you? Did it bring to mind a particular student you know, or perhaps your own educational experience? Does it give you a clearer perspective on how daily experiences impact student formation?
- In your teaching, have you ever erred too far on the side of imparting information, with not enough heart and imagination engagement? If you realized it, how did you implement changes? If you’re still working through it, what plans do you have to improve your habitus?