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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 9, Topic 3
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Discussion Questions
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 Is the idea of conducting Socratic dialogue in mathematics a new one for you? How does the metaphor of a midwife attending the labor of a student to give birth to an idea help define your role? What new ideas does it bring to mind in how to use Socratic dialogue in your math classroom? How can its use in mathematics prepare students to use Socratic dialogue in other disciplines?
 Having a student construct a carefully articulated idea and then critically examine it for flaws takes patience on the part of both student and teacher. What kinds of questions will you need to ask to bring about this kind of critical thinking? How will these questions vary from student to student, depending on ability and temperament?
 Theaetetus seems to bear the repeated failure of his ideas with maturity and humility. How can teachers ensure that students with less resilience are not discouraged when their ideas prove to be “wind eggs”? What are some specific ideas you can implement to keep your Socratic dialogue a discussion that helps students to their feet again rather than a controversy that intentionally trips them up?
 What are some ways your own experience with Socratic dialogue—and more specifically, the defeat and refinement of your ideas—has helped shape your character? What are some practical ideas to translate your own history with Socratic dialogue into appreciation for the process in your students? How can you help them recognize the opportunity to participate in their own learning experience?