Clip 2/6: Lesson Part B
Tracy Sola begins her lesson with transitional kindergarten students by asking them to identify a picture of a squirrel and share what they already know about squirrels.
In building mathematical discourse, I try to first speak to them in their language and then I connect some math language to that language in the moment. So, I give them more than one way to think about talking about that. I was trying to help them connect by stating things multiple ways. I tried to be intentional, but I can't say for certain that every single move had in mind all the language. I'm just not so sure that front-loading too much vocabulary is useful because I don't think that the mathematical way to describe something is useful until you have the problem right in front of you, especially for little people.
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