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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 14, Topic 2
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Discussion Questions
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 Do you agree with the idea that students should memorize or be familiar with a “canon” of great proofs? Why or why not? What benefits can students derive from having seen these proofs presented clearly?
 Why does Andrew call Euclid’s proof of the infinitude of primes “beautiful”? How can you communicate such appreciation for mathematical concepts to your students?
 What is it about the proof of the Pythagorean theorem that Andrew presents that makes it so appealing? Would strictly visual proofs—ancient or otherwise—be more helpful or less helpful for your students? What are some pros and cons for a picturesonly format for proofs?
 Andrew suggests we should make certain that before students use something, they understand where it came from. Looking back on your own math education, did you understand (for example) the fundamental theorem of calculus before you ever made use of it? How did that knowledge—or lack of it—affect how you learned its principles? How can you translate your own experience into a beneficial one for your math students?