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Additional info for A Bug's Life 01-Flik the Inventor
Loch: (Handing out the children’s exercise books) I took your books in yesterday. Some of you are doing a really good job of setting out. You got a stamp if your work was good. (Jessica’s book has “Neat work” written in it and she has been given a stamp) … I want the numbers to be clear, and you have to put up the number of the [text] book… (To a boy as he looks at his work) The only problem is setting out neatly… (To another child) This is too crowded when I mark it … (To another child who has brought his work to be marked) … I don’t want to look at this book, it just makes me feel ill!
It has a pattern of organization, a structure. Events follow one another in a more or less definite order. It has a start and a finish. But like all other kinds of social activities, it is made. It is a human social construction” (p. 2). It was within this discursive construction that children and teacher became visible as subjects. The following extract in which Ms Fell described a typical mathematics lesson in her classroom illustrates the place of written work in her daily programme. 38 38 3 Children at Work Fig.
1 Jared (Early Year 3) Fig. 2 Peter (Early Year 3) Meeting the Mathematical Subjects Fig. 3 Mitchell (Early Year 3) Fig. 4 Liam (Early Year 3) Fig. 5 Toby (Early Year 3) 31 31 32 32 Fig. 6 Rochelle (Early Year 3) Fig. 7 Georgina (Early Year 3) Fig. 8 Dominic (Early Year 3) 3 Children at Work Meeting the Mathematical Subjects 33 33 Fig. 9 Fleur (Early Year 3) Fig. 10 Jessica (Early Year 3) The children were encouraged to talk about their drawings. Toby: This is the table and that on there is the worksheet (see Fig.
A Bug's Life 01-Flik the Inventor