National Council of Teacher of Mathematics

(NCTM) Reviews of Patterns

Graham Collier

Ferrini-Mundy, J., & Lappan, G. (February 01, 1997). Experiences with patterning.
Teaching Children Mathematics, 3, 6. 282-288)
Retrieved:http://www.jstor.org.proxy.hil.unb.ca/stable/41196740?
seq=1#page_scan_tab_contents
In the article, the authors offer a geometric setting on the how mathematical ideas
can be developed through the study of problems and how algebra emerges through
generalize and represent those ideas. It mentions that patterns should be discovered and
discussed at all elementary levels. Students should be presented with different types of
concepts as they observe. This would include patterns and their relationship. They have
the chance to conjecture, test, verbalize, and generalize. The article provides examples
from different grades levels to provide teachers with an understanding of what would be
good to teach to the students. Throughout the article, the use of floor tiles from K-6, it a
different way of what pattern is and how is it builds up to leading towards algebra at the
middle and high school level. It is important to be able to make a connection with them.
Being able to express the pattern visually is very important for the students to see in order
for them to understand. The article provides examples for the teachers to use in their
classroom. Focusing on important questions that will allow students to become more
engaged in the concept of learning patterns. The questions that the teachers ask to the
students will help the students understand the relationship between patterns as the
students become older. As the students move up through the grades, the observation will
expand and different insights will be discovered throughout the process. The authors
discusses the importance of allowing students different ways of finding ways to find out
what kind of method od strategy works for them. As they start using tiles a basic
manipulative for patterns, they move towards the use of verbal descriptions. Such as
tables, graphs and symbolic expressions to be able to show what they have learned in
algebra. In the elementary level, teachers provide students with opportunities to be able to
express their knowledge through mathematic ideas and processes.

Polly, D. (April 01, 2011). Technology to Develop Algebraic Reasoning. Teaching

Children Mathematics, 17, 8, 472-478.
Technology is being used in all four corners of the world. There should be no
surprise that it is being used in todays classrooms. All subjects are using technology
more than ever and it provides several different ideas of learning. Math is a very complex
subject where students will either understand or not understand the concept that they are
learning. Using technology helps the students understand math. The SMARTboard is a
useful tool to use. It can show different way for students to learn.* Technology is used to
help promote the students mathematical understanding. In the article of Technology to
develop algebraic reasoning, it discusses the use of the SMARTboard technology as a
visual way of explaining algebraic reasoning. The article discusses the use of the concept
of equality by using an pan balance program from a illuminations website. It allows
students to explore the two sided balance by using different shapes while being able to
add and subtract the shapes from the pan balance. Students can communicate and have a
discussion about the math they are learning about.
Technology is a great source for teachers to use in the classroom. It can assist
students with their mathematical learning. When learning though technology, the teacher
and the student should focus on the concepts together. The teachers will be modeling
through direct teaching to all the students. The teacher will be able to determine if the
concepts are being taught and understood correctly. Technology has allowed for growth
in the classroom but it cannot to used alone. It is a tool that can assist teachers and
students in the mathematical classroom especially.

Stump, S. L. (March 01, 2011). Patterns to Develop Algebraic Reasoning. Teaching

Children Mathematics, 17, 7, 410-418.
This article discusses the importance of algebraic reasoning and how it should
began in the elementary school level. There are many different agreements on what
algebraic reasoning mean at that level. There are many different views of algebraic
reasoning with two different core aspects being expressed in the article as a
generalization and a syntactically guided actions on symbols. Recently, there has been a
recommendation to integrate algebra, patterns and functions throughout the K-12
curriculum by proposing the staisis and change, those term are importance to math
patterns. The students will learn about patterns in relation to ways that it will allow
growth with in them throughout their academic career. It also mentions how algebra can
be useful and meaningful but also how it can be misunderstood. There are
recommendation by the Major topics of School Algebra which is the National
Mathematics Advisory board. by including symbols, expression, linear equations,
quadratic equations, functions, algebra of polynomials and combinatorics and probability.
It explains how teachers can teach students patterns. This allows the teacher to teach
students how to solve problems as well. Explaining how to teachers can explore patterns
and try to bridge the gap between their students and the math.
Patterns are a gateway to exploration to the world of algebraic reasoning.
Developing algebraic reasoning in the elementary grades is important because it helps
build the foundation that will carry on with them in the middle and high school math
level. There are many different challenges for the teachers when they are working with
their students. They should always try to make that connection and help students
understand patterns in many different ways. Being able to make connections and being
able to create opportunities allows students to develop an interest in math and gain
insights. If teachers are to focus on the panels recommendation and not focus on the
patterns in the elementary level, teachers and students would lose an interest algebraic
reasoning.