This post is written for all those parents who have ever wondered why their child, whether in kindergarten, grade three, or grade seven, is exploring, identifying, creating, and naming patternsin Math class. It is also for the many teachers who want to helpparents understand the importance of patterning.
Researchers say that when children explore and learn about patterns, we help them build important foundations for later number work. Creating, extending, naming, and talking about patterns help build strong mathematicians. Even the most scholarly mathematicians can be challenged with studying patterns. In manyclassrooms, students of all ages learnabout patterns at the beginning of their school year. Patterns are at the heart of math. The ability to recognize and create patterns help us make predictions based on our observations; this is an important skill in math. Understanding patterns help prepare children for learning complex number concepts and mathematical operations.
Our BC Math Curriculum, from kindergarten to grade seven, identifies and describes the big ideas behind the tasks and activities students are engaged in and working onin their classrooms. These big ideas are:
- We use patterns to represent identified regularities and to form generalizations.
- Patterns allow us to see relationships and develop generalizations.
Patterns are everywhere! From the very simple patterns that repeats with two or three elements, to repeating patterns with multiple elements and attributes. 
Students learn to identify and create increasing and decreasing patterns, to name rules for patterns with words, numbers, symbols, and variables. Older students learn to record and manipulate number patterns using tables, charts, and graphs. Learning about patterns provides students with an understanding of mathematical relationships, which is a basis for understanding algebra, analyzing data, and solving complex mathematical problems.
We find patterns in math, but we also find patterns in nature, art, music, and literature. Patterns provide a sense of order in what might otherwise appear chaotic. Researchers have found that understanding and being able to identify recurring patterns allow us to make educated guesses, assumptions, and hypothesis; it helps us develop important skills of critical thinking and logic. The knowledge and understanding of patterns can be transferred into all curriculum areas and open many doors where this knowledge can be applied.
And so, when you see your child building a repeated pattern with blocks, recording a decreasing number pattern in their math journal, or creating a table of increasing multiples to solve a mathematical problem, you will know that they are building important foundations for future learning.
I invite families to explore and have fun with patterning at home. Go on a pattern hunt and identify and name patterns all around you. Create patterns with shapes and colours, letters, numbers, and variables. Share them, extend them, and record them. Talk about how patterns influence the world in which we live and the decisions we make.
Now when someone asks why are childrenbuilding patterns again in school, you will be able to tell themthe importance of patterning.
As an education enthusiast with a strong background in mathematics and curriculum development, I can confidently discuss the concepts covered in the article and shed light on the significance of patterning in early education.
The article emphasizes the importance of patterns in mathematics education, highlighting the role they play in building essential foundations for later number work. The claim is supported by research, suggesting that when children explore and learn about patterns, they develop crucial skills that contribute to their mathematical proficiency. This aligns with established educational theories that underscore the significance of hands-on, experiential learning in fostering a deep understanding of mathematical concepts.
The article mentions that even seasoned mathematicians can find challenges in studying patterns, emphasizing that patterns are at the heart of math. This assertion reflects the universal nature of patterns in mathematical thinking and problem-solving. It aligns with the idea that patterns are not only fundamental but also pervasive in mathematical structures.
In relation to the BC Math Curriculum, the article identifies and describes the big ideas behind the tasks and activities students engage in. These big ideas revolve around using patterns to represent regularities, forming generalizations, and recognizing patterns everywhere. The curriculum's approach to teaching patterns—from simple repetitions to complex patterns involving multiple elements and attributes—is designed to equip students with a comprehensive understanding of mathematical relationships.
The article discusses how learning about patterns goes beyond the realm of mathematics and extends to other disciplines such as nature, art, music, and literature. This interdisciplinary perspective aligns with contemporary educational philosophies that emphasize the interconnectedness of knowledge and the importance of transferable skills. The ability to identify recurring patterns is presented as a foundation for critical thinking, logic, and making educated guesses—a skill set applicable across various curriculum areas.
Furthermore, the article encourages parents to actively engage in patterning activities at home, fostering a collaborative learning environment. The call to explore and have fun with patterning underscores the idea that learning is not confined to the classroom but extends to everyday life experiences.
In conclusion, the article effectively communicates the significance of patterning in early education, drawing on research, curriculum frameworks, and the broader implications of pattern recognition in diverse fields. It encourages a holistic approach to learning, emphasizing the role of patterns in shaping not only mathematical understanding but also critical thinking skills that are essential for future academic success.
