ELM-470 Clinical Field Experience B Mathematical Discourse and Academic Vocabulary (Auto Recovered) PDF

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This Clinical Field Experience A Creating a collaborative environment is for the teacher to learn how to teach students math in the classroom....

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1 Peggy Michaud ELM-470 May 23, 2021 Stacy Beharry Clinical Field Experience B: Mathematical Discourse & Academic Vocabulary Due to the pandemic of the coronavirus, I did not have an opportunity to do my observation in a classroom for this assignment. For this week’s assignment clinical field experience B, I was able to speak to my mentor Mrs. Gladys Kabaso. My mentor teacher Mrs. Kabaso is an elementary teacher, who has been homeschooling her children since the beginning of the global pandemic last year. Mrs. Kabaso is a home schoolteacher for her children, who are in 2nd grade, 4th grade, and 6th grade, and she is from Corona Queens, New York. I also had an opportunity of observing my mentor teacher, teach a math lesson to her children through zoom meeting. I was able to have an interview with my mentor teacher through the phone, and I was able to ask questions regarding this assignment, and I received excellent feedback. Even if I was not in the physical classroom with the input, she gave me I felt like I was in her classroom. The first question I asked my mentor was what kind of lesson plans for mathematics she uses in her classroom? Mrs. Kabaso’s explanation to my question was that her focus was for her students to be independent and understand the lesson. She further explained to me that when she was teaching the 3rd grade students, there were some lessons that she taught the students, and she did not put the students in groups. Mrs. Kabaso created a competition were the students worked individually and encouraged all the students to participate. Mrs. Kabaso creates a competition game by using the Kahoot math game in which the top three receive a prize. The second lesson

2 plan Mrs. Kabaso talked about was putting the students into groups, and in each group, they have a leader. She explained to me the reasons for doing this was because she wanted her students to develop leadership skills, and verbal skills. Mrs. Kabaso explained to me that she saw the students improve with their verbal skills, which adds to the math they are already learning. I asked Mrs. Kabaso this question about the communication between her and her students during math classroom. Mrs. Kabaso’s explanation to my question was that it was very crucial for both her and her students to communicate. My mentor further explained to me that when it comes to verbal and non-verbal communication, that they are one in the same. At the end of our conversation, she explained to me that in her classroom she was always finding new ways on how to get the students engaged during math lessons, such as creating a new fun lesson plan, and finding effective things on how to introduce math lessons to students. The Math lesson through zoom meet

Reflect Discourse is the communication that takes place between the teacher and the student during mathematics lesson. The students can communicate with their teacher in the classroom through written words or a conversation. Students are encouraged to reveal their understanding of math problems, as the teacher engages them in math talk and mathematical reasoning. Here are some of the examples of effective strategies that promote mathematical discourse “The teacher asking the student a question such as I do not understand how you got the answer? The other question could be the teacher asking the student, could you show me your reasoning again?” (What is Mathematical Discourse, 2021).

3 “4 □8□+2 □5□ (Boxed digits “help” them.) 40+20=60, 8+2=10 □3□ (The 3 is left from the 5.) 60+10=70, 70+3=73, 40+20=60, 60+8=68, 68+5 =73, 48+20=68, 68+2 (; from the 5...