id: 06466675
dt: j
an: 2015e.00586
au: McGarvey, Lynn M.
ti: Is it a pattern?
so: Teach. Child. Math. 19, No. 9, 564-571 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: G21 U61
ut: pattern recognition; mathematical concepts; preschool children;
kindergarten; patterns; pictures
ci:
li: http://www.nctm.org/publications/article.aspx?id=36945
ab: Summary: This article describes how in early mathematics learning, young
children are often asked to recognize and describe visual patterns in
their environment ‒ perhaps on their clothing, a toy, or the carpet;
around a picture frame; or in the playground equipment. Exploring
patterns in the early years is seen as an important introduction to
algebraic thinking as children begin to notice similarities and
differences between and among patterns, create rules to describe
relationships, and eventually represent those relationships using
symbols. Although young children are readily able to recognize patterns
in their environment, they may not be attending to features that allow
them to describe the patterns they see in mathematically useful ways.
The author concludes that curricular expectations for preschool and
kindergarten children to recognize, duplicate, and extend primarily
sequential patterns may indeed contribute to algebraic reasoning, but
only if they learn to see the mathematical properties and describe the
repeating structures in mathematically predictable ways. (ERIC)
rv: