Towers, JoMcLeod, Donna2017-12-182017-12-182010McLeod, D. (2010). Intellectually honest pedagogy: inviting mathematics in to elementary classrooms (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/3601http://hdl.handle.net/1880/104602Bibliography: p. 97-102Some pages are in colour.This thesis is an interpretive study that explores the extent to which mathematics pedagogy stands to be influenced by the discipline of mathematics itself in elementary classrooms. In particular, this research focuses on the process of coming to teach mathematics honestly, amid all its natural bounty. This is a journey of narrated moments with students and with mathematics, both remembered and newly experienced. Together these stories deliver both data and method to this hermeneutic study. They are mathematically oriented but set against a metaphor of organic farming. Important conduct on the part of educators emerges and stand as signposts towards an intellectually honest practice. Such conduct includes the cultivation of community, imagination, patience, listening, exchange and play. At the culmination of this thesis, there exists no categorical answer that blueprints reform in math education, but in true inquiry fashion, there has been a deliberate and careful opening up.v, 111 leaves : ill. ; 30 cm.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.master thesis10.11575/PRISM/3601