These tasks are designed to help you assess an individual child’s understanding of patterns. The protocol begins with relatively simple concepts such as recognizing and completing repeating patterns and moved on to more advanced concepts like growing 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?
Resources that teacher educators can use to support teachers to develop classroom practice that engages young children in patterns and algebraic thinking.
Teacher educators are invited to use these materials flexibly, with varied settings, amounts of time, and participants. We present a variety of possible ways of getting started with these resources.
Fictionalized but very real examples of student experiences in learning to teach and in teaching early math.
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.