John Dewey discussed the dry school curriculum a century ago. One of the "evils" was a simplified curriculum having an outward appearance of mathematics. Dewey posited that such a simplified curriculum deprived students of opportunities to experience the thought-provoking character of the accumulated wisdom found in human knowledge. Dewey's concern about the simplified curriculum and teaching practice is still valid in many mathematics classrooms and among the general public. The practice of making mathematics easy by explaining every single detail and providing students with procedural directions can impede learning. By setting the stage and doing their thinking, teachers require minimal cognitive effort from students. This article presents two scenarios that show how teachers provide too much help and thus downgrade the cognitive level of mathematical explorations. What follows are strategies for maintaining quality mathematical tasks and engaging students in activities that call for significant cognitive effort. The purpose is to promote the art of being "less helpful" in teaching. (Contains 7 figures.)