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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
Lesson 13,
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 step-by-step 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?