Using repeating patterns to explore functional thinking
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This paper explores ways that teachers can reformulate common mathematical activities in the primary school to provide stronger bridges for thinking algebraically. The focus is not on introducing formal algebraic notation in the primary context, but rather to look at common activities through new lenses, that is, lenses that support the growth of algebraic reasoning. The authors report on some recent classroom teaching that examines repeating patterns and uses children's understandings of repeating patterns to begin to explore concepts related to functional thinking.
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|Item Type:||Journal Article|
|Additional Information:||For more information, please refer to the journal's website (see hypertext link) or contact the author.|
|Keywords:||algebra, patterns (mathematics), primary school mathematics, primary education, functional thinking|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2006 Australian Association of Mathematics Teachers|
|Deposited On:||24 Nov 2008|
|Last Modified:||09 Jun 2010 23:08|
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