Throughout the term, discussing numerous math processes has been an ongoing theme, and therefore, a “Big Idea.” In the syllabus, this is referenced by “learn[ing] how to communicate mathematical thoughts and processes.” We have discussed a variety of math processes to learn how to communicate mathematical thoughts. For example, we have discussed estimation, problem-solving, visualization, and mental math. I’m going to talk about a few of these math processes below!

In the syllabus, problem-solving is explained as “learn[ing] a variety of problem-solving methods and strategies for problem-solving.” Problem-solving is a math process that tends to bring many math anxieties to students (as I have learned from my personal experience in math class and through tutoring kids in math). Problem-solving is a critical skill, as it involves applying basic understandings to a more complex scenario. However, problem-solving does tend to make students nervous, as the questions normally do not explicitly state the operations needed and some students do not know how to approach the problem. So, sharing various problem-solving approaches can help students learn some methods to approach these problems and ease math anxieties. Throughout the term, we talked about problem-solving approaches and practiced them as well (with the investigation assignments, for example). It is critical to remember that different learners approach problems differently, so they must be provided with the resources to learn how to tackle a problem in a way that makes sense to them! Check my notes I created with a few problem-solving approaches (with information from the problem-solving document on Brightspace). I would love to turn these strategies into an anchor chart to share with students!

Click on the image to see it clearer!

Another math process we discussed is estimation, which is described as “develop and apply estimation strategies to a variety of contexts” in the syllabus. Estimation is a useful mathematical process because we use it every day! For example, we estimate how much our groceries may cost, or how much we should add to the price to account for tax. Additionally, estimation can help make mental math easier. For instance, if we want to buy two shirts that are $5.69 each, we may round these to $6.00 each to make them easier to add in our heads. Developing skills to accurately estimate can help students with their mathematical learnings and life endeavours. Explaining this while teaching about estimation can help students see how math processes can be applied to everyday life! I found this webpage that explains why teaching estimation is important, and how to explain the importance to students. Check it out, it has some awesome information!

https://mylearningspringboard.com/why-teaching-both-estimation-and-accuracy-is-important-in-math-instruction/#:~:text=In%20real%20life%2C%20estimation%20is%20part%20of%20our%20everyday%20experience.&text=For%20students%2C%20estimating%20is%20an,is%20within%20a%20reasonable%20range .

I also really liked the conversation we had about estimation in class, and I think it is a fun activity to try with students! The conversation consisted of thinking about numbers you may see on the media or in the news (since these are often estimations). When you see these numbers, ask yourself the following questions:

  • How accurate is this number?
  • Is it an approximation?
  • Could anyone know the actual number?
  • Is it an estimate?
  • Is it ‘good enough’?

These questions can have students thinking about estimation with everyday scenarios!

It is crucial to remember that the process to get the answer is more important than the answer itself. This is why being aware of various math processes and knowing how to communicate ideas is essential when doing math! It is also important to remember that math processes can be communicated in unique ways, depending on how the learner approaches the problem and what makes the most sense to them!