skills. Janiris is able to identify the mistakes herself, which might help her in her
future counting. By listening to her classmates help her count, she could hear the
correct counting sequence. The discussion might also help her understand that it
is OK to make mistakes and that one can learn from mistakes. Other students
might be making similar mistakes and might benefit from watching Janiris work
through those mistakes. They might also benefit from counting aloud with the
whole group.
Throughout the video, there is evidence that Lillian has worked hard to cre-
ate a community of math learners in her classroom and that there are clear expec-
tations for how students participate in a discussion. As each child shares her work,
the other students watch her closely and seem to be listening carefully. Just as the
teacher treats each student’s ideas respectfully, the students are expected to treat
each other’s ideas respectfully, but are also asked to give suggestions to help any
student who is having difficulty. Mistakes are not viewed as something to be
ashamed of but instead are seen as learning opportunities. Because of the way
Lillian has structured discussions and the expectations she has clearly communi-
cated, her young students are able express their ideas to others, listen to each oth-
ers ideas, and learn from each other.
Kindergartners Talk About Counting