Traditional mathematics instruction, which usually has its emphasis on a single, correct product, is now being revised to include the “process” of problem solving. Teachers must emphasize in their instructions that there can be more than one right answer and/or one strategy used to solving the problem. Communicating these strategies, both orally and in writing, expands the students’ ability to see how a solution is derived, if it is logical and reasonable, and how this solution can be applied to