Why do we need to learn patterns?
The process of learning patterns is an invaluable skill in early numeracy, and its importance needs to be recognised when planning and implementing the curriculum. Pattern as an area of study works as a facilitator, not only is it important for students to be able to identify and re-create patterns as a skill, but learning this skill also aids and builds the basis for various other sections of mathematical learning. Researchers propose that in early grades pattern helps to develop, ‘number sense, ordering counting and sequencing’ (Coburn,1992). These are very important mathematical concepts to master, as without these base skills, we can not scaffold and build onto them. Patterns continue aiding children’s progress, with their links to algebraic thinking, graphing, number theory and geometry. These are all important parts of the curriculum for the students future learning therefore it is easy to see how beneficial the initial learning of patterns can be, to ensure future success.
This may seem to justify the necessity of patterns in early numeracy, however Reys research has also suggested that ‘puzzles are usually intellectually inviting and stimulating’, therefore their use to perhaps motivate or kick start a maths lesson could be very rewarding (2009). It can be important to have a lead in activity to a mathematics lesson to have children thinking in the right way, patterns would be a great way to do this due to the large topics range they can enhance, and their thought-provoking nature.
Pattern is also a key component of the AusVels curriculum from prep right through to year six, it features in the secondary education scope and sequence as well. However after grade six it is indirectly referred to, the idea of patterns turns into algebra- demonstrating the necessity for a good of understanding of the foundations of pattern in early numeracy.
Listed below are the key components of pattern in the scope and sequence of the Australian Vels Curriculum (2012) for the early numeracy years.
Prep-
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
Grade One-
Investigate and describe number patterns formed by skip counting and patterns with objects
Grade Two-
Describe patterns with numbers and identify missing elements
Grade Three-
Describe, continue, and create number patterns resulting from performing addition or subtraction
Grade Four-
Explore and describe number patterns resulting from performing multiplication
The process of learning patterns is an invaluable skill in early numeracy, and its importance needs to be recognised when planning and implementing the curriculum. Pattern as an area of study works as a facilitator, not only is it important for students to be able to identify and re-create patterns as a skill, but learning this skill also aids and builds the basis for various other sections of mathematical learning. Researchers propose that in early grades pattern helps to develop, ‘number sense, ordering counting and sequencing’ (Coburn,1992). These are very important mathematical concepts to master, as without these base skills, we can not scaffold and build onto them. Patterns continue aiding children’s progress, with their links to algebraic thinking, graphing, number theory and geometry. These are all important parts of the curriculum for the students future learning therefore it is easy to see how beneficial the initial learning of patterns can be, to ensure future success.
This may seem to justify the necessity of patterns in early numeracy, however Reys research has also suggested that ‘puzzles are usually intellectually inviting and stimulating’, therefore their use to perhaps motivate or kick start a maths lesson could be very rewarding (2009). It can be important to have a lead in activity to a mathematics lesson to have children thinking in the right way, patterns would be a great way to do this due to the large topics range they can enhance, and their thought-provoking nature.
Pattern is also a key component of the AusVels curriculum from prep right through to year six, it features in the secondary education scope and sequence as well. However after grade six it is indirectly referred to, the idea of patterns turns into algebra- demonstrating the necessity for a good of understanding of the foundations of pattern in early numeracy.
Listed below are the key components of pattern in the scope and sequence of the Australian Vels Curriculum (2012) for the early numeracy years.
Prep-
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
Grade One-
Investigate and describe number patterns formed by skip counting and patterns with objects
Grade Two-
Describe patterns with numbers and identify missing elements
Grade Three-
Describe, continue, and create number patterns resulting from performing addition or subtraction
Grade Four-
Explore and describe number patterns resulting from performing multiplication