Enriching mathematics expectations in grade one with a Reggio-inspired emergent curriculum

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dc.contributor.advisorWien, Carol Anne
dc.contributor.advisorFine, Esther
dc.creatorHislop, Susan Margaret
dc.date.accessioned2016-09-13T13:12:52Z
dc.date.available2016-09-13T13:12:52Z
dc.date.copyright2013-01
dc.degree.disciplineEducation
dc.degree.levelMaster's
dc.degree.nameMEd - Master of Education
dc.description.abstract"This thesis researches the mathematics learning of young children. In a school seriously invested in the Reggio Emilia experience for ten years, grade-one learning is project based. I pose the question is it possible to enrich numeracy expectations in the Ontario mathematics curriculum for grade one, while engaging in a Reggio-inspired emergent curriculum? As a teacher/researcher I observed and listened carefully to the students' interactions. I facilitated discussions, problem solving and directions for the project, while remaining open to the children's mathematical theories. I paid close attention to their hypotheses about proportion as well as their exploration into perimeters, and I supported their math manipulatives ""factory."" Pedagogical documentation in the form of graphic novels demonstrates how emergent curriculum weaves play-based inquiry with sophisticated mathematical thinking. I argue that emergent curriculum and provincial expectations can co-exist in a grade one classroom to infuse complex mathematical thinking with joy and beauty."
dc.identifier.urihttp://hdl.handle.net/10315/31897
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subject.keywordsmathematics
dc.subject.keywordsgrade one
dc.subject.keywordslearning
dc.subject.keywordsReggio Emilia
dc.subject.keywordscurriculum
dc.subject.keywordsyoung children
dc.subject.keywordsOntario
dc.titleEnriching mathematics expectations in grade one with a Reggio-inspired emergent curriculum
dc.typeElectronic Thesis or Dissertation

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