Back to Course
Teaching Math Classically
0% Complete
0/0 Steps

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 10, Topic 3
In Progress
Discussion Questions
Lesson Progress
0% Complete
 Have you in your classroom ever overemphasized the strictly logical, deductive approach to mathematics? If you recognized this issue, how did you rectify it? If you might still be leaning too far in that direction, how can you instead develop your students’ mathematical intuition and imagination? If you have used the Socratic method, how has it helped your students understand the broader process of doing math?
 If you have been able to use Socratic dialogue in the classroom, have you seen its charactershaping work in your students? Have you found that the general civility among the students as they work together has improved? What about the students’ ability to problemsolve and think critically? Has Socratic dialogue shaped you as a teacher? In what way?
 Andrew’s example of Socratic dialogue with the graphing of rational functions has a number of steps and involves shepherding students slowly through the unveiling of the concepts. How tempting would it be for you to jump in and show the students how to find right answers? How would you rein in your more impatient students who want to race ahead of the others? How can you cultivate scholé for yourself and your students with the Socratic method?
 As you preview the topics you need to cover in your classroom in the future, what are some concepts that will lend themselves to Socratic dialogue? Plan how you can devote at least one class period—and possibly several more for additional concepts—to helping your students understand an idea through the Socratic method. Do you anticipate any specific issues as you guide them through this? How can you overcome those issues?