WEBINAR TUESDAY 19 APRIL, 4:30PM TO 5:30PM (EST)Connect with Maths: Early Years Learning in MathematicsLooking for Patterns in Mathematics K-3:Using the Top Drawer Teachers

Presenter: Professor Joanne MulliganDepartment of Educational StudiesMacquarie University SydneyJoanne.mulligan@mq.edu.au

Purpose of the webinar

• Explore and discuss the AAMT resource Top Drawer Teachers for Patterns F-3.

• Learn more about the research and pedagogy underlying the resource.

• How to use TDT in your classroom.• Give us feedback/suggestions about TDT.

Why focus on patterns?

• Underlying basis of mathematical thinking: we need to abstract and generalise ideas

• Patterns and relationships are common to all mathematical concepts

• Recognising patterns and the ways they are organised (structures) are critical to working mathematically or reasoning

How is TDT Patterns K-3 organised?

• Big ideas• Misunderstandings• Good teaching• Assessment• Activities• Downloads

What are the big ideas?

• Patterns are everywhere• Mathematical patterns are regular• Repeating patterns• Growing patterns• Patterns in shapes• (Patterns in data)

What do children misunderstand ?

• Identical units of repeat. What’s identical?• Grids (vertical and horizontal coordination) and

what about area concepts?• Number lines: What about order and size of

‘spaces’?• Number sequences: Are these always patterns?• Spatial patterns e g.,Tessellations: What patterns

are embedded?

Good Teaching

• Familiar situations• Patterning in school activities e g Sports Day• Move from concrete to abstract • Encourage simple generalisation What’s the

same? What’s different?• Move towards describing pattern rules in

words and symbols (invented)• Use technology appropriately

Assessment informing teaching activities

• What types of assessment: interview based; observation; analysis of worksamples/models; problem-solving tasks

• Pattern and Structure Assessment Early Mathematics F-2 interview (PASA) (ACER, 2015) linked to PatMaths.

• Early Mathematics assessments e.g.,Best Start (NSW)? Does this tell you anything about patterns?

Making connections

• How can teachers use the activities in their programs?

• How can teachers connect the concepts shown in TDT with the State syllabus or the ACM?

• If teachers “cover” all these activities how well do they address the main early mathematics concepts and processes (reasoning; working mathematically; the “proficiencies”)?