Patterns are an important element of developing children's mathematical reasoning. In elaborating ways in which “instructional programs from prekindergarten through grade 12 should enable all students to understand patterns, relations, and functions” (NCTM 2000, p. 90), the National Council of Teachers of Mathematics specifies that representing and interpreting patterns are skills that kindergartners through second graders should build toward developing a robust understanding of algebra.

Contributor Notes

Lucille P. Dubon, lucypdubon@yahoo.com, recently finished a master's degree in human development and psychology at Harvard University and plans to return to the classroom.

Kathryn G. Shafer, kgshafer@bsu.edu, teaches in the department of mathematical sciences at Ball State University in Muncie, Indiana. Her interests include the facilitation of action research projects by classroom teachers.

Edited by Andrew M. Tyminski, atyminski@purdue.edu, an assistant professor of mathematics education at Purdue University in West Layfayette, Indiana;

Signe E. Kastberg, skastber@iupui.edu, an assistant professor of mathematics education at Indiana University Purdue University in Indianapolis. Articles in “early childhood corner” address the need for teacher support of prekindergarten and kindergarten students' emerging mathematical understanding and skills in contexts that conform with the way that young children learn. Send submissions to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.

(Corresponding author is Dubon lucypdubon@yahoo.com)
(Corresponding author is Shafer kgshafer@bsu.edu)
(Corresponding author is Tyminski atyminski@purdue.edu)
(Corresponding author is Kastberg skastber@iupui.edu)
Teaching Children Mathematics
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