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6 Introduction DOUBLE TAP TO ZOOM WITH PHONE OR TABLET • Height: Child builds a narrow, tall skyscraper. • Length and width: Next skyscraper construction becomes longer and wider. • Height and number sense: Structure becomes taller and child counts the levels of the building. • Patterns: Child begins to create a structure with a focus on vertical and horizontal lines. • Area: Child notices and creates surface areas on the building. • Height and number sense: Antennas are added and counted. • Multiple math concepts: All math concepts investigated are incorpo- rated in the final Willis Tower representation. MATHEMATIZING PROBABILITIES Height (Child Focus) Tall* Height Short* Width Length Perimeter Surface Area Patterns Top Bottom Distance Between More Counting Less Addition Inches Subtraction Feet Shapes and Form Teacher Math Concept Development Words Figure i.9. Throughout the Willis Tower study, the teacher nurtured mathematical learning by fostering the interests and thinking that emerged from the chil- dren’s perspectives. This is what differentiates an emergent math curriculum from a traditional skills-based approach to learning mathematics. Emergent COPYRIGHTED MATERIAL