Exploring What is Possible in a Classroom with Mathematics and Children
Chapter 8. Living with the Cover Version of Mathematics
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LIVING WITH THE COVER VERSION OF MATHEMATICS
You know, I don’t hate mathematics. I don’t love mathematics. I don’t know. I guess I just don’t really care about it. And I want to. I want children to care about the work they do.
—Kim, Elementary B Ed Student
Keeping the Difficulty Alive
It was a busy time during the 2004 school year in Ms. Kennedy’s grade-one class. From the doorway I could see that her twenty-six grade-one students were already working in clusters, dispersed throughout the crowded classroom. It was still winter outside of this suburban elementary school, so heavy coats puffed out the side-wall, expanding into the classroom and robbing Ms. Kennedy of space for her students’ activities. Under the jackets on separate hooks dangled matching snow pants, half of them knocked off their pegs and slumped on the floor, resting on the heater below. Abandoned mittens were scattered under the nearest group of desks. This classroom smelled like every grade-one classroom I had ever been in during the winter. Wet snow pants drying on heaters give off a distinct odor. It is not unpleasant, but anyone who has ever spent time in such a space knows what I mean. It was 9:15 a.m. A quick scan of the room did not immediately help me locate ← 95 | 96 → the student teacher, Ella, with whom I was spending time today as her field experience/practicum instructor...
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