Generalising the pattern rule for visual growth patterns: actions that support 8 year olds' thinking

Warren, Elizabeth & Cooper, Thomas J. (2008) Generalising the pattern rule for visual growth patterns: actions that support 8 year olds' thinking. Educational Studies in Mathematics, 67(2), pp. 171-185.

[img] Published Version (PDF 225kB)
Administrators only | Request a copy from author

View at publisher


A common approach used for introducing algebra to young adolescents is an exploration of visual growth patterns and expressing these patterns as functions and algebraic expressions. Past research has indicated that many adolescents experience difficulties with this approach. This paper explores teaching actions and thinking that begins to bridge many of these difficulties at an early age. A teaching experiment was conducted with two classes of students with an average age of eight years and six months. From the results it appears that young students are capable not only of thinking about the relationship between two data sets, but also of expressing this relationship in a very abstract form.

Impact and interest:

26 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 17828
Item Type: Journal Article
Refereed: Yes
Keywords: Algebra, Mathematics teaching, Primary school mathematics, Mathematical concepts, Mathematical thinking, Semiotics
DOI: 10.1007/s10649-007-9092-2
ISSN: 0013-1954
Divisions: Past > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2009 Springer
Copyright Statement: The original publication is available at SpringerLink
Deposited On: 13 Feb 2009 00:58
Last Modified: 06 Jul 2017 07:02

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page