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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 15, Topic 3
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Discussion Questions
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 Where do your students stand on the issue of an objective versus a subjective idea of beauty? How much of a foundation will you have to lay for an objective standard of beauty before you can begin to draw their attention to the beauty of math?
 How will the students’—and your—appreciation of truth, goodness, and beauty inform the students’ respect for mathematics? How can you broaden their idea of what makes mathematics beautiful? Would starting with Andrew’s suggestion for collectively making mathematical compositions beautiful be a helpful first step, or would your students need to start with the more abstract?
 How does the poetic mode of instruction differ from the gymnastic, didactic, or dialectic? Have you tended to avoid the poetic mode? If you have not, what advice would you give to a teacher who has about its advantages and disadvantages? If you have, how does Andrew’s challenge to teachers at the end of the lecture help you take the first step toward implementing it?
 In what ways does mathematics help us understand or interpret fine and performing arts? Can you think of any other ways math informs the arts that Andrew didn’t mention?
 Had you ever considered before this lecture how effective the language of mathematics is at describing God’s creation? Were you surprised to hear how many mathematicians (Einstein, Galileo, Newton, Eugene Wigner) commented on this idea? How does it make you think differently about not only the mind of God, but how He has allowed us access to Him and to His world?