ABSTRACT
This Unit is concerned with ways in which children represent their own mathematical ideas in written form. To become aware of something in common between objects or ideas is to perceive things as being ‘connected’. The identification of relations requires that some recognition of generalities (Unit 4) has taken place. This Unit considers an aspect of communication further to that of discussion already identifed in Units 1 and 2. The focus is upon the inventiveness of children as they use signs and symbols to convey meaning. A study of representation should not be isolated to one Unit; consequently, throughout each Unit there will be ideal opportunities for collecting examples of the ways children represent their mathematics.
