During this session, we will talk about the cultural expectations surrounding mathematics and how they shape the learning experience. We’ll introduce ourselves and share what our own mathematical journeys have been like (the good, the bad, and the ugly, often), and reframe the culture of mathematics into something that supports human flourishing.

During this session we will examine a problem in solid geometry that illuminates mathematics as an activity of truth perception, contrasting that with the sisyphean grind that often characterizes modern mathematical teaching. We’ll build a shared liturgy of mathematical work that is collaborative and restful.

During this Session we’ll talk about how to host a good mathematical discussion for students (and ourselves!). We’ll focus on establishing norms of charity and valuing the different contributions students can make to a discussion. We’ll think about how to respond to the needs of different students in conversation and how to lead a mathematical discussion with only a single teacher and student.

Question and answer time with the instructor.

In this session, we’ll introduce one of the two classical mathematical traditions: arithmetic. Arithmetic is the study of the discrete (as opposed to the continuous). We’ll work through some of the foundational material in Euclid and Nicomachus and compare it with the presentation of similar material in a modern curriculum.

In this session, we’ll explore the other tradition of classical mathematics: geometry. We’ll look in particular at how the relationship between arithmetic and geometry gave birth to algebra.

Mathematics is shaped more by kairos – ripeness – than by chronos – chronological time. During this session we’ll explore how to assess a text and place it in a curriculum at the right time. We’ll look at how intentional practice (instead of disjointed homework) can support the liturgy and culture we’ve explored so far.

What does it look like to explore mathematics together? This session will focus on how to engage with an unfamiliar text with students. There’s great value in modeling being an inquisitive mathematician (both for students and teachers!). What does it look like to approach a problem no one in the room knows how to solve with students? We’ll practice building curiosity and humility as we explore a text together.