Pattern is fundamental to mathematical learning yet pattern has been conspicuously low key within early mathematics curriculum guidance in England despite evidence that it predicts later attainment in mathematics overall. Whilst recent curriculum changes have seen pattern afforded enhanced status, this is within a conception of pattern that marks…

Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, pattern teaching has the potential to empower children to notice patterns, mathematise their everyday…

This article describes how in early mathematics learning, young children are often asked to recognize and describe visual patterns in their environment--perhaps on their clothing, a toy, or the carpet; around a picture frame; or in the playground equipment. Exploring patterns in the early years is seen as an important introduction to algebraic…

Stresses that powers are all based on geometric progressions which start at unity. Various patterns are discussed. (MNS)

Pattern recognition is viewed as a fundamental cognitive skill that lays the groundwork for the ability to form abstractions and generalizations. Incorporating patterning into the curriculum of young children is encouraged. (MP)

Four activity workshops are suggested which might be used for several different purposes. The reproducible worksheets address clock patterns, patterns with tides, extending Pythagoras, and fractions extended. (PK)

This document is the first of seven units developed by the Math Network Curriculum Project. Each unit, designed to be a 2-week module, is a teacher's guide which includes detailed directions along with the courseware and software needed. Teacher intervention in the non-computer activities that begin each unit is required, and the consistent use of…

The "Curriculum and Evaluation Standards for School Mathematics" (1989) provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. The document not only addresses what mathematics students should…

The "Curriculum and Evaluation Standards for School Mathematics" (1989) provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. The document not only addresses what mathematics students should…

The "Curriculum and Evaluation Standards for School Mathematics" (1989) provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. The document not only addresses what mathematics students should…

The "Curriculum and Evaluation Standards for School Mathematics" (1989) provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. The document not only addresses what mathematics students should…

The "Curriculum and Evaluation Standards for School Mathematics" (1989) provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. The document not only addresses what mathematics students should…

The 1989 document, "Curriculum and Evaluation Standards for School Mathematics," provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. When completed, it is expected that the Addenda Series will…