# Teaching Math Classically

with Andrew Elizalde and Bill Carey## Welcome!

Questions addressed in this course include:

- Why should mathematics be regarded as a humanities art?
- What were the distinctive principles and practices of a classical mathematics curriculum?
- What went wrong in American mathematics education?
- What are the practical ways that one teaches math classically?
- What are the advantages and challenges of using the Singapore method of teaching math?

- The History of Math and Math Pedagogy
- The Deterioration of Math Instruction in the US
- Attempts at Reforming Math Instruction
- Classical Mathematics: Art and Pedagogy
- Questions and Answers with Andrew Elizalde
- The Recent Renewal of a Classical Approach to Teaching Math

There are modest reading assignments associated with each video lecture. These will be listed in each session, along with additional resources, recommended readings, and questions for discussion and reflection.

**Andrew Elizalde**earned his BA at Depauw University in Indiana, where he graduated Phi Beta Kappa and magna cum laude, earned a math major, physics minor, and religious studies minor, and received the H.E.H. Greenleaf Award as the most outstanding 2001 graduate of the school’s mathematics program. He later obtained a teaching credential from California State University Long Beach with a

*professional-clear*qualification for his coursework regarding exceptional children and technology integration. His teaching experience includes work in both public and private schools in subjects ranging from 5th grade mathematics to advanced calculus and physics. His past work in classical education has most notably included reforming mathematics programs and building professional learning communities through meaningful professional development. Andrew is glad to now be serving Covenant Classical School in Fort Worth, Texas, as the dean of academics. Additionally, Andrew also offers consulting services to classical Christian schools and has been a keynote speaker at both the ICS Math and Science Lyceum and SCL annual conferences. Andrew and his wife, Brooke, have three daughters and attend Fort Worth Presbyterian Church.

**Bill Carey** has been involved in the life of Ad Fontes Academy in Centreville, Virginia, since he was in high school. He assisted his father at the weekly Latin Club and took Ad Fontes students to many *certamina* and conventions. At the University of Virginia he studied the classics, focusing on Latin. Fresh from college, he joined the Ad Fontes faculty, where he taught Latin, calculus, formal logic, physics, and (for a few months) senior thesis. After five years of teaching, Bill took a sabbatical writing computer programs for a defense contractor to better understand how adults think about and use mathematics. Always drawn to the classroom, he went on to teach a year of physics and classics courses at George Mason and now runs the Techne Society. After seven years he gladly rejoined the full-time faculty at Ad Fontes to teach math and science. Bill is married to Maren Carey, also a teacher, and they both worship at Lord of Life Lutheran Church in Fairfax and Clifton.

**Please Note: ClassicalU is currently developing a certification to accompany our course offerings. The certification credit component of this course is now active but also undergoing refinement and testing.**

To obtain a certification credit for this course, simply complete the quiz that follows each presentation in the course, and then also take the certification test at the end of the course. The quizzes are designed to ensure that you have understood the essential content of each presentation, and they can be taken more than once if necessary. The cumulative certification test at the end of the course is given as a pass/fail test and requires that you upload one or more essays demonstrating your understanding this course (with essays evaluated by word count only). When you have completed the course, a certificate that you can print or email will magically appear under the “My Courses” section of this website.

For this course, the essay assignments is:

**In an essay of 500 to 600 words, summarize the various suggestions from this course for creating an environment of interactive, collaborative, enthusiastic learning of mathematics for students.**

Please allow approximately 2 weeks for essay submissions to be reviewed.

By taking the course for certification credit, you also will be on your way to obtaining a Level 1 certification.

## Lessons

## Teaching Math Classically—Introduction: How to Teach Mathematics Well

Preview## Lesson 1: The State of Math Education in America

Preview## Lesson 2: How to Improve Math Education in the US

Lesson 2: How to Improve Math Education in the US Please sign up for the course before starting the lesson.

## Lesson 3: The Trivium and Mathematics Education

Lesson 3: The Trivium and Mathematics Education Please sign up for the course before starting the lesson.

## Lesson 4: The Grammar of Mathematics

Lesson 4: The Grammar of Mathematics Please sign up for the course before starting the lesson.

## Lesson 5: Mathematics, Memory, and Retained Learning

Lesson 5: Mathematics, Memory, and Retained Learning Please sign up for the course before starting the lesson.

## Lesson 6: Cultivating a Reflective and Collaborative Faculty

Lesson 6: Cultivating a Reflective and Collaborative Faculty Please sign up for the course before starting the lesson.

## Lesson 7: Strategies for Reforming a Math Program

Lesson 7: Strategies for Reforming a Math Program Please sign up for the course before starting the lesson.

## Lesson 8: Teaching Math with Socratic Dialogue—Part 1

Lesson 8: Teaching Math with Socratic Dialogue—Part 1 Please sign up for the course before starting the lesson.

## Lesson 9: Teaching Math with Socratic Dialogue—Part 2

Lesson 9: Teaching Math with Socratic Dialogue—Part 2 Please sign up for the course before starting the lesson.

## Lesson 10: Rhetoric in the Mathematics Classroom

Lesson 10: Rhetoric in the Mathematics Classroom Please sign up for the course before starting the lesson.

## Lesson 11: Taking a Liturgical Audit

Lesson 11: Taking a Liturgical Audit Please sign up for the course before starting the lesson.

## Lesson 12: Constructing Mathematical Arguments

Lesson 12: Constructing Mathematical Arguments Please sign up for the course before starting the lesson.

## Lesson 13: Mathematical Proofs Students Should Know

Lesson 13: Mathematical Proofs Students Should Know Please sign up for the course before starting the lesson.

## Lesson 14: The Beauty of Math and Poetic Instruction

Lesson 14: The Beauty of Math and Poetic Instruction Please sign up for the course before starting the lesson.

## Lesson 15: Teaching Math as Storytelling

Lesson 15: Teaching Math as Storytelling Please sign up for the course before starting the lesson.

## Lesson 16: Essential Elements for Teaching Math

Lesson 16: Essential Elements for Teaching Math Please sign up for the course before starting the lesson.

## Lesson 17: Mathematics as a Humanities Subject

Lesson 17: Mathematics as a Humanities Subject Please sign up for the course before starting the lesson.

## Interview: Andrew Elizalde on Math Education

Interview: Andrew Elizalde on Math Education Please sign up for the course before starting the lesson.

## Interview: Andrew Elizalde on How He Became Interested in Mathematics

Interview: Andrew Elizalde on How He Became Interested in Mathematics Please sign up for the course before starting the lesson.

## Interview: Andrew Elizalde on His Journey into Classical Education

Interview: Andrew Elizalde on His Journey into Classical Education Please sign up for the course before starting the lesson.

## Interview: Bill Carey on Teaching Math Classically

Interview: Bill Carey on Teaching Math Classically Please sign up for the course before starting the lesson.

## End of Course Test: Teaching Math Classically

End of Course Test: Teaching Math Classically Please sign up for the course before starting the lesson.