Abstract / Synopsis
This article describes how an innocuous question from a primary schooler taught me to pay attention to the dynamic meaning making activities of children—particularly, those of my young daughter. Through this lens, I examine how the verb-based world of children might compel us to think differently about the largely nominalized project of schooling and, more specifically, about the craft of teaching mathematics.
Nat Banting, "Can We Science the Poop, Too?," Journal of Humanistic Mathematics, Volume 11 Issue 2 (July 2021), pages 309-314. DOI: 10.5642/jhummath.202102.18. Available at: https://scholarship.claremont.edu/jhm/vol11/iss2/18