Let Me Just Set These Two Quotes Right Here Next To Each Other

Daniel Willingham, in his book Why Don’t Students Like School:

Sometimes I think that we, as teachers, are so eager to get to the answers that we do not devote sufficient time to developing the question.

Scott Farrar, on my last post on motivating proof:

I think this latches onto the structure of the geometry course: we develop tool (A) to study concept (B). But curriculum can get too wrapped up in tool (A), losing sight of the very reason for its development. So we lay a hook by presenting concept (B) first.

I'm Dan and this is my blog. I'm a former high school math teacher and current head of teaching at Desmos. He / him. More here.


  1. In my experience, the strongest motivational factor is when the hook, gets students to ask their own collective question that forces the teacher to be a student along with their students. The richer the research, the more questions that are generated.