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Explores ways in which fourth-grade students use story, metaphor, and language to develop mathematical thinking skills and strategies, looking at processes children go through as they become sense-makers, storytellers, language creators, and problem-posers. Begins by discussing how the classroom climate shapes what is possible, then stresses the importance of giving children the chance to make sense of math in individual ways. Gives ideas on using children's literature to inspire mathematical investigations, and includes hands-on activities for the classroom. Lacks a subject index. The authors teach at Queens College of the City University of New York. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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