Workshop 3 – Algebra [ Pattern ]

Pattern

Knowing the skill of patterning is essential for young children in early mathematics learning as stated by Papic (2007). It helps children to develop their spatial awareness, sequencing and ordering, comparison, classification and also the ability to describe attributes of the objects and identify the similarities and differences. Cooper & Warren (2006) support the idea that the learning of patterns allows students to develop their functional thinking at an early age, between two data sets.

According to Cooper & Warren (2006), the major type of patterns that children learn in the early years are repeating patterns and growing patterns. Both are used to find generalisations within the elements themselves; which part is missing? What comes next? Liljedahl (2004) asserts that repeating patterns is a cyclic structure that is repeated by a smaller bit of the pattern. For example, XO is the repeating unit of XOXOXOXO. The pattern could be repeated in other forms, such as action, stand, sit, stand, sit or even sounds, clap, tap, clap, tap.

Figure 1.0

With examples of repeating pattern provided, students are able to understand the concept of patterning.

1. Copying pattern

Students are asked to copy the patterns from Figure 1.0 in their books.

2. Continuing pattern

Students should be able to continue with next pattern. Teacher should ensure that the students understand that the pattern could be continuing in both directions, forward and backward. Prompting the students with questions such as, “What comes after green?” or “What shape comes before triangle?”

3. Identifying pattern

Teacher encourages students to say the pattern out aloud (blue square, red triangle, green circle) and ask the students to identify the repeating patterns by circling the repeating part.

4. Completing the pattern

Students are to complete the pattern and identify the repeating part.

5. Creating a pattern

Students are required to create their own repeating pattern after they have mastered the previous steps. They should be able to justify why it is a repeating pattern when questions are asked, “Which part is repeating” or “How would you continue your part”

The purpose of the questions posted eventually is to help develops the student's higher order thinking and reasoning skills. It is also clearly demonstrate the students’ ability in recognizing the concept of repeating pattern.