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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.
List of contents
Contents: Beginnings - Being Led On - Reconceptualized Mathematics - Hermeneutics: An Ontological Turn - Another Way of Being with Children and Mathematics - If 5 Is the Answer, What Might the Question Be? - Things Are Not Always as They Seem: Entering the Classroom - Living with the Cover Version of Mathematics - Responsibility to Recover.
About the author
Mary M. Stordy is a university professor living in St. John¿s, Newfoundland. She researches and teaches in the areas of curriculum, teaching, and learning and specializes in elementary mathematics education. Resonating throughout Stordy¿s work is the strong message that young children have a great deal to say about their world and their lives in schools if teachers will listen to them.
Summary
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.
