Rationale   

The NSW board of studies syllabus divided the maths children encounter in schools into three strands: Number and algebra, measurement and geometry, and statistics and probability. Here we will look at the strand of number and algebra, in particular the substrand: Patterns and algebra.

Educators in early childhood can sometimes feel like mathematics concepts are best left to primary school teachers when children begin formal schooling (Touhill, 2013).

However as the Early Years Learning Framework states “experiences in early childhood settings build on the range of experiences with language, literacy and numeracy that children have within their families and communities. Positive attitudes and competencies in literacy and numeracy are essential for children’s successful learning. The foundations for these competencies are built in early childhood” (DEEWR, 2009, p.38). Fox (2011) also highlights that much research now provides evidence that children begin to learn early numeracy concepts in early childhood, before they go to school.

Educators should make learning about mathematics relevant to children’s lives and use every day experiences to teach mathematics concepts (DEEWR, 2009; Geist, Geist, & Kuznik, 2012; Lee, 2010).