Abstract
The author presents a child-centered approach to teaching, developed through longtime connections with colleagues, which concentrates on the children and provides them time to make their own connections, to learn, to think, and to develop at their own pace with the support of their classmates. Two examples of how mathematics interlaced into classroom activities illustrate how children presented with similar math problems utilize different ways to come to their own understandings. An addendum provides math strategies for reference.
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