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

Lesson Progress
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  • What appeals to you most about the idea of teaching in the poetic mode? If you are more comfortable with an analytical pedagogy, what steps can you take to get better at telling a story? How can you convert the objectives you want to reach into the climaxes of an ongoing story?
  • In what ways can you take the idea of “rehumanizing” math and expand it in your classroom? What are some methods to reengage your students’ imaginations?
  • How does Andrew’s illustration of the twelfth-century astronomers beginning to use trigonometry give you ideas for teaching by telling a story? What are the tensions he creates, then resolves? How does he keep the “story” going over several days or lessons?
  • To take up Andrew’s challenge: Is there one concept you can identify whose history would make a good story? Is there a particular application of math that you could work backwards from to the time when people first began to understand how to use it?