Uses narrative to exemplify young children's learning of mathematics. Presents a model of a supportive classroom emphasizing discourse, agency, and authorship through participatory and reflective practices. Identifies features of such a classroom and uses narratives from 5-year-olds to explore their authoring, sense-making, collaborating, and how they use nonverbal narratives to inform others. Outlines how teachers can use narratives and concludes with an appeal to trust children to identify their understanding. (Author/KB)