Reflection 7: "Mathematics is the science and language of patterns. Thinking about patterns hel

“Algebraic thinking focuses on doing, thinking, & talking about patterns in maths.it involves investigating, generalising, reasoning, explaining, continuing, predicting and justifying patterns (Montague Smith & Prince, 1997, p.83)”

“Patterning is a central element in algebraic thinking” (Montague Smith & Prince, 1997, p.83). Therefore the following resources will be used to assist children in developing and understanding patterns, which relates to Algebraic thinking. If I had a budget of $300 to purchase manipulatives to assist children I am working with to understand patterns and algebraic thinking, I would buy the following resources:

Geometric pattern blocks- $15.10à This is an open-ended resource. These blocks will assist children to develop various patterns. Patterns are important to focus on in the early years as they develop algebraic thinking while enabling children to create simple tessellating patterns (Mulligan, Mitchelmore, 2009, p33). Children will have the opportunity to manipulate these blocks in various ways. They will then be used for group activities during maths rotation experiences. I believe they could be used by exploring the shapes, sorting them into groups, creating different patterns such as colour, using different shapes or find the missing pattern in an already made one. They are fun and encourage children to use their imagination to repeat, grow on patterns and create symmetrical patterns (Montague Smith & Prince, 1997, p.84). As John Van de Walle (2013) states that manipulatives like these encourage children to illustrate and discover the mathematical concept of pattern (De Walle, J.A, Karp, K.S & Bay Williams, 2013, p.1).

Number Sequence Lacing beads- $99.95- these are an ideal resource for number recognition, number ordering and patterns and sequencing. Children are able to explore these, identify and place numbers in order or create their own number pattern, such as learning to count by two’s, threes, and develop an understanding of skip counting. After exploring, they will be encouraged to complete the sequence while looking at the sequence cards. Children are able to explore various levels of patterns and sequencing. Number sequences assist children to practice growing patterns (Denier, 2010, p.85). Through the use of beads, and the above pattern blocks, children are able to recognise, represent, extend and create different arrangements of elements (Denier, 2010, p.359). These numbers can then be placed on a made number line, relating the patterns to addition or subtraction or even develop skip-counting sequences with the addition of the Hundreds board resource below.

Peg board Set- $39.95- This resource is an invaluable tool that helps to foster imagination, creativity and numerical understanding. Children are able to practice with patterning, colour recognition, and sequencing. Children will be provided the opportunity to explore this resource, looking at the visual cards and the representations they show, or creating their own. Through the use of this, they’re able to recognise, describe the pattern they create and and extend on the patterns. I am able to use this in the classroom through quiet activities or rotational maths lessons. The children can have the opportunity to create their own pattern, I will encourage them to think out of the box and come up with more challenging patterns and encourage children to explain the pattern created.

Hundreds Boards and Activities kit- $142.95- I would introduce each resource from this resourceful kit, and provide a table for children to explore these in their own way. I will then involve children in rotational maths groups, where I am able to build on individual skills. The hundreds chart in this kit is a benefit as it assists children to count, recognise numbers and it’s place, and assists to discover and find number patterns. It is interactive and promotes hands on learning. The hundreds chart assists children to visualise patterns in reference to numbers, thus create more complex number patterns such as 1,4,7,10… (Orton, 1999, p104).