This protocol begins with relatively simple measurement tasks that rely on perception and advances to more complex tasks requiring measuring in units and estimating lengths. The suggested age range for these tasks is three to six years.
Supporting children to notice and describe what they notice is a productive way for teachers to leverage the ways in which children naturally find pattern in the world around them. This resource provides an overview of how teacher educators can engage teachers in this idea.
This document presents detailed instructions on how to conduct clinical interviews that examine children’s understanding of patterns.
This resource is designed to engage your participants in learning about patterns and algebraic thinking. The activities are similar to those your participants can use in teaching children, but are more complex and demanding.
How Teacher Julia and Teacher Isaac reengaged children in pattern activities but lost the pattern unit! Getting back on track with patterns.
This story is written not for children, but for prospective and practicing teachers. It takes the child’s point of view about patterns and presents the adventure in an amusing manner that will draw in adults who may have some anxiety regarding mathematics.
What do we mean by pattern? Can young children engage in algebraic thinking to understand patterns? How should we help young children to think about and understand patterns?
Patterns have long been a part of preschool curricula. But, what is a pattern? How do we go beyond simple ABAB patterns? And how do we keep children engaged? Georgia takes on these issues, with the help of little Aline.
This is the story of how Teachers Steph and Maria found out what children notice about patterns and why that matters.
A brief account of formative assessment approaches that can help you identify what young children know about patterns.