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Children Count

Exploring What is Possible in a Classroom with Mathematics and Children

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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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RETHINKING CHILDHOOD

GAILE S. CANNELLA, General Editor

Researchers in a range of fields have acknowledged that childhood is a construct emerging from modernist perspectives that have not always benefited those who are younger. The purpose of the Rethinking Childhood Series is to provide a critical location for scholarship that challenges the universalization of childhood and introduces new, reconceptualized, and critical spaces from which opportunities and possibilities are generated for children. Diverse histories and cultures are considered of major importance as well as issues of critical social justice.

We are particularly interested in manuscripts that provide insight into the contemporary neoliberal conditions experienced by those who are labeled “children” as well as authored and edited volumes that illustrate life and educational experiences that challenge present conditions. Rethinking childhood work related to critical education and care, childhood public policy, family and community voices, and critical social activism is encouraged.

For more information about this series or for submission of manuscripts, please contact:

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