ABSTRACT
Hardy, among many others, referred to mathematics as the study of patterns – patterns of number, shape, motion, change and space. Before attending to repeating patterns in numbers, the authors highlight a few research findings on children's and teachers' work with repeating patterns and introduce the terminology used in research on repeating patterns. Tasks frequently used in research ask children to duplicate and extend patterns or to fill in a missing element. Identifying a “useful” unit of repeat can present a challenge not only to young children. Tirosh et al. used children’s patterning tasks in a series of professional development sessions with preschool teachers. In addition to considering activities appropriate for preschool children, the program involved activities for teachers, such as asking them to determine an element in the pattern at a certain place. While working on tasks in this chapter, consider how they can be adapted or extended for students of various mathematical maturity.
