CHAPTER

Process of Doing
Mathematics

Tina Rye Sloan

To accompany Helping Children Learn Math9e, Reys et al.
2009 John Wiley & Sons

Focus Questions
What five processes are identified in Principles and Standards for
School Mathematics as key to an active vision of learning and doing
mathematics?
How is teaching mathematics through problem solving different
from simply teaching students to solve problems?
For young children, what does mathematical reasoning involve and
how does it help them make sense of mathematical knowledge and
relationships?
How can elementary children be encouraged to communicate their
mathematical thinking?
What connections are important to aid elementary children in
learning mathematics?
What are three major goals for representation as a process in
elementary school mathematics?
Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,
9th Edition, 2009

NCTM Process Standards

Problem Solving
Reasoning and Proof
Communication
Connections
Representations

Principles and Standards for School Mathematics

(NCTM, 2000)

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

NCTM Process Standards

Instructionalprogramsfromprekindergartenthrough
grade12shouldenablestudentsto:
ProblemSolving
buildnewmathematicalknowledgethroughproblem
solving
solveproblemsthatariseinmathematicsandinother
contexts
applyandadaptavarietyofappropriatestrategiesto
solveproblems
monitorandreflectontheprocessofmathematical
problemsolving

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

Problem Solving Activity

Rolling the Dice
.
Players take turns rolling the dice. The
first player rolls the two dice and finds
their sum. (For example, if 2 and 2 are
rolled, the sum is 5.) Each player may
remove one counter from his or her 5
space. Even if there is more than one
counter on that space, only one may be
removed. If there are no counters on that
space, no counters may be removed from
any space. The next player rolls the two
dice and finds their sum (e.g., 4 + 4 = 8).
Each player now removes on counter
from his/her 8 space, and so on. The
goal of the game is to empty your board.
The first player with no counters left on
his/her board is the winner.

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

NCTM Process Standards

Instructionalprogramsfromprekindergartenthrough
grade12shouldenablestudentsto:
ReasoningandProof

Recognizereasoningandproofsasfundamentalaspects
ofmathematics
Makeandinvestigatemathematicalconjectures
Developandevaluatemathematicalargumentsand
proofs
Selectandusevarioustypesofreasoningandmethods
ofproof
Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,
9th Edition, 2009

Reasoning and Proof

Figure 5-4 Pictures of

odds and evens can

help students justify
why the sum of two
odd numbers is
always even.

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

Mathematical Reasoning Leads to Mathematical

Memory Built on Relationships
Figure 5-6 A 10-by-11

rectangle built with two

staircases from 1 to 10 can
help you remember the
formula for the sum of a
series of numbers

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

NCTM Process Standards

Instructionalprogramsfromprekindergartenthrough
grade12shouldenablestudentsto:
Communication
organizeandconsolidatetheirmathematicalthinking
throughcommunication
communicatetheirmathematicalthinkingcoherentlyand
clearlytopeers,teachers,andothers
analyzeandevaluatethemathematicalthinkingand
strategiesofothers
usethelanguageofmathematicstoexpressmathematical
ideasprecisely
Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,
9th Edition, 2009

Communication
Figure 5-2 Fourth-grade students

writing about playing the dice

game

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

NCTM Process Standards

Instructionalprogramsfromprekindergartenthrough
grade12shouldenablestudentsto:
Connections

recognizeanduseconnectionsamongmathematical
ideas
understandhowmathematicalideasinterconnectand
buildononeanothertoproduceacoherentwhole
recognizeandapplymathematicsincontextsoutsideof
mathematics
Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,
9th Edition, 2009

Connections between Symbols

and Conceptual Understanding
Figure 5-10 Arranging dots in square

patterns connects the number 1, 4, 9

and 16 to their reference as square
numbers

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

NCTM Process Standards

Instructionalprogramsfromprekindergartenthrough
grade12shouldenablestudentsto:
Representations

createanduserepresentationstoorganize,record,and
communicatemathematicalideas
select,apply,andtranslateamongmathematical
representationstosolveproblems
userepresentationstomodelandinterpretphysical,
social,andmathematicalphenomena
Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,
9th Edition, 2009

Representation
Which graph best represents
the height of students in the
class?

Note that the circle graph does

not order the heights as
clearly as either the bar or line
graph. The line graph
incorrectly gives the
impression that there are
children of heights between
the measurement points.

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

How Can Teachers Support Mathematics

Learning with the Process Standards?
For each standard, list specific instructional
practices you plan to include in your classroom.
Problem Solving -encourage sense making,
nonroutine problems
Reasoning and Proof -encourage conjectures
and explanation of ideas

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

How Can Teachers Support Mathematics

Learning with the Process Standards? (contd)
Communication-work individually and in small
groups, use whole class discussion, and writing
Connections-connect to real life and other subjects
Representations-provide a variety of materials, have
students use objects, symbols, pictures and look for
various representations/solutions

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

Five Ways to Represent

Mathematical Ideas

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

3-5 Big Ideas for Teaching

Mathematics
Recommendations

Specific Methods/
Materials

Reasons Why
Beneficial

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

Activity
Thesearepentominoes

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

Activity (contd)
Thesearenotpentominoes:

Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,

9th Edition, 2009

Activity (contd)
Writeadefinitionofapentomino.
Howmanydifferentpentominoesarethere?
Illustrate each of these.
What is the area of each pentomino?
What is the perimeter of each pentomino?
What can you conclude about shapes with the same area?
Do these always have the same perimeter? Why or why
not?
Reys/Lindquist/Lamdin/Smith,Helping Children Learn Math,
9th Edition, 2009