Final summary

So much happened with this course, where do I even start? If I were to pick out one thing, it would be critical thinking as pertaining to mathematics education. If anything, teaching really is the utmost art of subtlety.

• The readings really expanded my horizons in ways I did not know possible- from the recent history of mathematics education (I kind of knew that during the post WWII boom, seeds for putting some reason and inquiry into the industrial era grinding were already sewn, and that Reagan and Thatcher planted the seeds of modern reckless privatization; it was very reassuring to know that mathematics educators foresaw it, and tried to give them as little opening to attack public education with as possible) to critically analyzing the linguistics of mathematics textbooks to shortcomings of Euclidean geometry with a First Nations lens.
• Do you need a last-ditch five-minute filler? Are you preparing students for a competition? Do you even have aspiring lawyer types in your ranks? How about IT workers (Facebook, Amazon, Google, Microsoft, etc. are notorious with their puzzles during technical interviews)? No problem, here are puzzles! Also, I believe that dogmatically insisting on one approach to solving a problem is a hallmark of incompetence, and having been exposed to equally correct approaches, hopefully I am better equipped to practice what I preach!
• Mathematics for visual art. Interdisciplinary connections and syntheses are where it is at, and considering that students typically associate "art" with "fun", here are some project ideas to run with!