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Teaching Math Classically

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  1. Introduction

    Teaching Math Classically—Introduction: How to Teach Mathematics Well (Preview Content)
  2. Lessons
    Lesson 1: The State of Math Education in America (Preview Content)
    3 Topics
    |
    1 Quiz
  3. Lesson 2: How to Improve Math Education in the US (Preview Content)
    3 Topics
    |
    1 Quiz
  4. Lesson 3: The Trivium and Mathematics Education
    3 Topics
    |
    1 Quiz
  5. Lesson 4: The Grammar of Mathematics
    3 Topics
    |
    1 Quiz
  6. Lesson 5: Mathematics, Memory, and Retained Learning
    3 Topics
    |
    1 Quiz
  7. Lesson 6: Cultivating a Reflective and Collaborative Faculty
    3 Topics
    |
    1 Quiz
  8. Lesson 7: Strategies for Reforming a Math Program
    3 Topics
    |
    1 Quiz
  9. Lesson 8: Teaching Math with Socratic Dialogue—Part 1
    3 Topics
    |
    1 Quiz
  10. Lesson 9: Teaching Math with Socratic Dialogue—Part 2
    3 Topics
    |
    1 Quiz
  11. Lesson 10: Rhetoric in the Mathematics Classroom
    3 Topics
    |
    1 Quiz
  12. Lesson 11: Taking a Liturgical Audit
    3 Topics
    |
    1 Quiz
  13. Lesson 12: Constructing Mathematical Arguments
    3 Topics
    |
    1 Quiz
  14. Lesson 13: Mathematical Proofs Students Should Know
    2 Topics
    |
    1 Quiz
  15. Lesson 14: The Beauty of Math and Poetic Instruction
    3 Topics
    |
    1 Quiz
  16. Lesson 15: Teaching Math as Storytelling
    3 Topics
    |
    1 Quiz
  17. Lesson 16: Essential Elements for Teaching Math
    2 Topics
    |
    1 Quiz
  18. Lesson 17: Mathematics as a Humanities Subject
    4 Topics
    |
    1 Quiz
  19. Interviews
    Interview: Andrew Elizalde on Math Education
  20. Interview: Andrew Elizalde on How He Became Interested in Mathematics
    1 Topic
  21. Interview: Andrew Elizalde on His Journey into Classical Education
    1 Topic
  22. Interview: Bill Carey on Teaching Math Classically
  23. End of Course Test
    End of Course Test: Teaching Math Classically
    1 Quiz
Lesson Progress
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  • 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?

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