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

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dc.article.end-page11en_ZA
dc.article.start-page1en_ZA
dc.contributor.authorDu Plessis, J.
dc.date.accessioned2021-05-13T12:40:52Z
dc.date.available2021-05-13T12:40:52Z
dc.date.issued2018
dc.description.abstractBACKGROUND: 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 algebraen_ZA
dc.description.librarianMM2021en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationDu 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.issn2223-7682
dc.identifier.urihttps://hdl.handle.net/10539/31273
dc.journal.issue2en_ZA
dc.journal.linkhttp://dx.doi.org/10.4102/sajce.v8i2.578en_ZA
dc.journal.titleSouth African Journal of Childhood Educationen_ZA
dc.journal.volume8en_ZA
dc.language.isoenen_ZA
dc.publisheren_ZA
dc.rightsCopyright: © 2018. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.en_ZA
dc.schoolWits School of Educationen_ZA
dc.titleEarly Algebra: Repeating pattern and structural thinking at foundation phase.en_ZA
dc.typeArticleen_ZA
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