Although I am a mathematics education graduate student and am not required to take mathematics courses as a part of my PhD, I had the opportunity to take several mathematics graduate courses this summer as part of a Mathematics Graduate Certificate for Teachers program, which aims to bring mathematics graduate courses to current classroom teachers in order to certify them to teach college-level mathematics. I wanted to summarize some of the lessons I learned about teaching from these classes that I can bring into my own practice as a mathematics teacher. These fall into three categories: questioning, alignment, and metacognitive modeling. Continue reading “Teaching Lessons from a Summer of Taking Mathematics Courses” »