The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise

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dc.citation.issue6
dc.citation.volume54
dc.contributor.authorHunter J
dc.contributor.authorMiller J
dc.date.accessioned2023-08-31T02:54:51Z
dc.date.accessioned2023-09-04T01:41:59Z
dc.date.available2023-08-31T02:54:51Z
dc.date.available2023-09-04T01:41:59Z
dc.date.issued2022-11-01
dc.date.updated2023-08-31T01:32:56Z
dc.description.abstractA key aspect of young children’s development of algebraic reasoning is the process of visualising and identifying structures to both abstract and generalise. There has been a growing body of research focused on how students form generalisations, this article adds to the existing body of research by examining how young culturally diverse students identify mathematical structures in contextual growing patterns and the teaching and learning actions that assist them to generalise. Data were collected from one classroom of 29 Year Two (6 years old) students in a low socio-economic school in New Zealand. Results from the analysis of lessons related to two tasks showed that the contextual tasks led students to notice different mathematical structures. Specific pedagogical actions were used to facilitate students’ engagement with the growing patterns. These included positioning students to engage with different representations (pictorial and numerical, tabular, and natural language) to represent thinking, the use of classroom discussions, noticing and responding to student thinking, and pressing students to find far terms. The findings highlight that both the contextual patterning tasks and teacher actions supported the young students to develop a range of sophisticated generalisations related to the underlying mathematical structure and functional relationships of the growing patterns.
dc.format.extent1349-1362
dc.identifier.citationHunter J, Miller J. (2022). The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise. ZDM - Mathematics Education. 54. 6. (pp. 1349-1362).
dc.identifier.doi10.1007/s11858-022-01386-y
dc.identifier.eissn1863-9704
dc.identifier.elements-typejournal-article
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1863-9690
dc.identifier.urihttp://hdl.handle.net/10179/20048
dc.publisherSpringer Nature
dc.relation.isPartOfZDM - Mathematics Education
dc.rightsCC BY 4.0en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.titleThe use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise
dc.typeJournal article
pubs.elements-id453885
pubs.organisational-groupOther
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