Crossing borders: Learning to count

For over a decade I have been involved in state and national Level curriculum and professional development projects that have required of me that I ‘act’. During the same period my research has focused on educational reforms within a social justice framework and on the development of informed numeracy in children and adolescents. In this paper I consider how children, different children learn and understand counting. In doing so, I reflect upon my experiences as a curriculum developer who is constantly uneasy, often frustrated and occasionally made anxious by the disjunction between what she understands and what she does and perhaps more importantly what she doesn't understand but nevertheless does.