Early Algebra: Repeating pattern and structural thinking at foundation phase.

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dc.contributor.author Du Plessis, J.
dc.date.accessioned 2021-05-13T12:40:52Z
dc.date.available 2021-05-13T12:40:52Z
dc.date.issued 2018
dc.identifier.citation Du Plessis, J. (2018). Early Algebra: Repeating pattern and structural thinking at foundation phase. South African Journal of Childhood Education, 8(2), pp. 1-11. en_ZA
dc.identifier.issn 2223-7682
dc.identifier.uri https://hdl.handle.net/10539/31273
dc.description.abstract BACKGROUND: Working structurally with patterns at foundation phase (FP) enhances habits of mind that advance early algebra at this early stage of mathematical learning. The South African curriculum proposes that learners work with and understand the logic of a pattern, but this important idea has largely been neglected in classroom texts and in the supporting texts that guide teachers regarding curriculum implementation. At FP, most problems dealing with cyclical structure operate at a level of extending sequences by producing the next item that continues the order in which items are presented AIM: The purpose of this article is to examine the curriculum documents and teaching resources used by FP teachers to deal with repeating patterns. Across the elementary mathematical landscape, there are opportunities to work explicitly with structure in its various conceptual embodiments SETTING: Six Grade 2 teachers in public schools participated in three workshops that foreground a structural approach to teaching pattern METHODS: A thorough document study was conducted to ascertain what the curriculum and supporting texts make available for the teaching and learning of repeating pattern RESULTS: A more structural approach fosters algebraic habits of mind that lead to more sophisticated forms of mathematical reasoning. A typology that summarises the relational features, intended skills development, complexity of sequences and the use of structural features on four levels is proposed to guide practice towards structural exploration CONCLUSION: Focusing on the cyclical structural aspects embedded in repeating patterns inducts the young learner into relational thinking that advance early algebra en_ZA
dc.language.iso en en_ZA
dc.publisher en_ZA
dc.rights Copyright: © 2018. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. en_ZA
dc.title Early Algebra: Repeating pattern and structural thinking at foundation phase. en_ZA
dc.type Article en_ZA
dc.journal.volume 8 en_ZA
dc.journal.title South African Journal of Childhood Education en_ZA
dc.description.librarian MM2021 en_ZA
dc.journal.link http://dx.doi.org/10.4102/sajce.v8i2.578 en_ZA
dc.journal.issue 2 en_ZA
dc.article.start-page 1 en_ZA
dc.article.end-page 11 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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