A Close Look at Patterning
In Ontario, there are five math curriculum strands that must be covered each year in elementary school. Of the five, I always gave patterning short shrift. I never really understood why having the kids make strings of red, yellow, and blue beads was relevant, and it was usually something I left to the last minute, or something I had the kids do while I assessed students or worked with small groups on “important” math.
Then, last year, I decided to find out more about it, and this past May, I presented my research and exploration of patterning at the Ontario Association of Mathematics Educators conference in Toronto. Unfortunately, I only had about 70 minutes, which, judging by the saucer eyes I saw staring back at me, was only enough time to turn my workshop participants on their heads and send them out the door, walking on their hands.
Therefore, over the next few months, I’d like to use my blog to go into more depth and engage in some discussion about what I’ve learned and the activities I’m developing.
The first thing I want to share is my list of what I consider to be the big ideas that students should learn about patterning. These are compiled and cobbled together from the NCTM standards, readings from Van de Walle and Small, and research by Joanne Mulligan. I have no idea, anymore, which ideas are theirs or mine, so lets just assume it’s all part of a Jungian zeitgeist and carry on.
- patterns are models
- patterns model relationships and structures
- patterns simultaneously represent consistency and change in those relationships and structures
- understanding pattern means being able to recognize, extend, replicate, predict and exploit those relationships and structures
- understanding pattern means being able to identify, diagnose, and perhaps repair breakdowns in those relationships and structures
These are some pretty big ideas indeed, and they seem a bit too grand to be achieved by stringing beads together. They are very likely not something most primary teachers keep in mind when chanting “red, yellow, blue, red, yellow, blue” with their students, during calendar time.
But as I post, I will endeavour to always refer back to these ideas, and we’ll see what other, perhaps more effective ways there are to discover and explore them. More to come.