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Teaching Math Classically
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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
Lesson 12, Topic 3
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Discussion Questions
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 Why do you think Andrew asks you to have your students think of solving equations not in terms of solutions, but in terms of mathematical compositions? How can that image help students think about the process of making mathematical arguments
 How can insisting that your students demonstrate stepbystep understanding help improve their mathematics vocabulary? How can it drive home the idea that math is logical and there is no “magic” involved?
 What is Aristotle’s definition of rhetoric, and how can you help your students connect it with how they solve math equations? How can you involve the students’ “audience” more, and help them to recognize the common understanding that will allow them to use that knowledge in their arguments?
 How does a student’s ability to begin to synthesize and “skip” steps help them grow in their skills in mathematical rhetoric (presenting an eloquent, persuasive argument to an audience based on what they know)? Could the use of rhetoric in the math classroom ever become problematic?