The central ideas promoted in algebra are patterns, functions, relationship and change. Patterns are an introduction to algebraic thinking. Children often investigate patterns each day by seeing patterns in routines, songs, objects etc. For example, a teacher may share a pattern with a child
“clap, tap, clap, tap, clap, tap.” However, it is essential to encourage children to go beyond demonstrations of patterns. It is important that children recognise, describe, extend and translate patterns. This can be encouraged through problem solving activities that assist children in identifying relationships and making generalisations.
Functions can assist with recognising, describing, extending and translating patterns. For example, children can view patterns in pictures and objects and identify the change they see in the pictures or objects. This is a concept in algebraic thinking called change. The understanding that most things change over time, that such changes can be described mathematically, and that changes are predictable helps lay a foundation for applying mathematics. We must encourage young children to notice and describe many different changes. There are two algebraically oriented types of change: qualitative and quantitative (Willoughby, 1997).
Functions can assist with recognising, describing, extending and translating patterns. For example, children can view patterns in pictures and objects and identify the change they see in the pictures or objects. This is a concept in algebraic thinking called change. The understanding that most things change over time, that such changes can be described mathematically, and that changes are predictable helps lay a foundation for applying mathematics. We must encourage young children to notice and describe many different changes. There are two algebraically oriented types of change: qualitative and quantitative (Willoughby, 1997).
What do you see when you look at this picture?
What do you see when you look at this picture?Asking children questions to seek their translation abilities encourages the students to describe and identify different attributes between the two pictures. Once the students have described attributes they are beginning to translate a pattern (Willoughby, 1997).
Algebra Activity:
Required materials: counters, matchsticks
Here are two patterns, one made with matchsticks and the other made with counters. You should choose one to work with and your partner should choose the other (demonstrate two different patterns to the students).
Now try this with your pattern!
1. Make the next three terms of the pattern.
2. By counting the matches or counters, write down a number
sequence that describes your pattern.
3. How many matches or counters will be in the tenth term? Check by
making the tenth term.
4. Swap and read each other’s answers. What is the same? What is
different? Have you both used the same pattern? Discuss your
ideas with your partner and write a sentence about what you
found.
