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

"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."