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Children Count

Exploring What is Possible in a Classroom with Mathematics and Children


Mary M. Stordy

Children Count is an interpretive exploration into the teaching of mathematics to children. Through the use of narratives to make meaning of particular pedagogic events, the book explores the possibilities that exist for children and for teachers if mathematics is allowed to thrive in schools as a living human enterprise. Such a re-conceptualized view of mathematics challenges the status quo and results in a different image of schooling. Children Count gives the reader a picture of what a classroom could look like when it includes creativity, inquiry-based learning, empowerment of children and teachers, academic rigor, holism, and integrated and generative curricula. The text captures the mistakes, choices, the actions, and the decision-making process of a teacher who reflects and learns from her students as she realizes she must listen to them because what they have to say counts.
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1. Peter A. Rubba, Head of the Department of Curriculum and Instruction, Penn State University, 1994–2000.

Chapter 7

1. I received more students in grade two, so not all twenty-eight were in grade one with me.

2. Olympus Mons is the largest volcano in the solar system. When the students saw this volcano on the map of Mars, they insisted that we include it in our section of terrain. It is three times the size of Mount Everest.

3. Elaphe is Latin for ‘cornsnake,’ so the children chose that name for him. The children did all the work to bring about adopting and caring for Elaphe. My teaching colleague and friend, Cheryl, was critical in leading the rich curriculum that Elaphe’s presence provided for all of us.

4. SMARTBoard is an interactive whiteboard and is a product of SMART Technologies.

5. Mad Minutes are timed computation exercises wherein children are given 60 seconds to do as many computations as possible.

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