The+Process+of+Communication

=**//Representaton// is a form of Communication**= Communication [C] The Kindergarten curriculum includes the seven processes identified by the WNCP as being inherent in the teaching, learning, and doing of mathematics. These processes focus on: communicating, making connections, mental mathematics and estimating, problem solving, reasoning, and visualizing along with using technology to integrate these processes into the mathematics classroom to help children learn mathematics with deeper understanding. Bracketed letters following each outcome indicate those processes that are most important in the children’s learning of the outcome. Teachers should carefully plan to make use of those processes indicated in supporting children’s achievement of the outcomes. Concrete, pictorial, symbolic, physical, verbal, written, and mental representations of mathematical ideas should be encouraged and used to help children make connections and strengthen their understandings. [|From Sask. Learning] (Grades K-4) Representation is one of the 5 processes found on the NCTM rubric. Representation //**is not**// one of our 7 processes in the Sask. curriculum.

"Through their mathematics learning experiences, students should be engaged in developing their understandings of the language of mathematics and their ability to use mathematics as a language and **//representation system//**. Students should be regularly engaged in exploring a //**variety of representations**// for mathematical concepts and should be expected to **//communicate in a variety of ways about the mathematics being learned//**. An important part of learning mathematical language is to make sense of mathematics, communicate one’s own understandings, and develop strategies to explore what and how others know about mathematics." (Grade 5 Sask. Math Curriculum Page 11)

[|Grade 3-5 SMART slides] for Math Mentor day: Increasing mathematical connections an communication through open-ended questioning. How Many Feet Journal- After lesson