Pedagogical content knowledge (PCK)- Pattern

 

Patterns are an “underlying rule or concept that allow us to predict phenomena” (Saracho & Spodek, 2008, p.51). “Patterns can involve letters, shapes, numbers, sounds, words. There are alternating patterns, alternating patterns with repetition, growing patterns and power patterns” (Saracho & Spodek, 2008, p.52)

The difference between pattern and design is that although a design might be pleasing to the eye, “it is not a pattern unless some kind of regularity is involved” (Saracho & Spodek, 2008, p.52)

Comparing is defined as finding “a relationship between two things or groups of things on the basis of some specific characteristic or attribute” (Charlesworth & Lind, 2013, p.146).

Classifying is the activity of sorting things or separating them, and grouping or joining things for a reason (Charlesworth & Lind, 2013, p.146).

Repeating pattern - Papic and Mulligan (2007) in their study of mathematical patterning skills in young children state that children “developed a sound understanding of pattern as unit of repeat” (Papic & Mulligan, 2007, p.596) and that this “appeared to lead to growth in the abstraction and complexity of patterning skills” (Papic & Mulligan, 2007, p.596).

EYLF outcome 5.4 states that Children begin to recognise patterns and relationships and the connections between them, they begin to sort, categorise, order and compare collections and events and attributes of objects and materials, in their social and natural worlds (DEEWR, 2009, p.43).

“The expectation is that students will order objects by size, number, and other properties; recognise and extend patterns; analyse how patterns are developed. Young children learn repetitive rhymes and songs and hear stories with predictive language. They develop patterns with objects and eventually with numbers. They recognise change, such as in the seasons or in their height as they grow” (Charlesworth & Lind, 2013, p.216).