ABSTRACT
Whilst the English National Curriculum and the Early Learning Goals do not explicitly state objectives for algebra, Chapter 1 in Section 1 explained why I feel it is important that we view children in the early years as capable of developing their algebraic understandings. As I stated in Chapter 1 the Primary years Programme (PYP) of the International Baccalaureate does explicitly offer objectives for algebra, under the heading ‘Pattern and function’ for phase 1 of the curriculum. This objective is:
Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways.
This matches the statement in Early Learning Goal 12 that, “Children . . . recognise, create and describe patterns.” It also supports children in moving towards an understanding of, “patterns in the number system (for example odd and even numbers)” and in developing the ability to, “recognise and create repeating patterns with objects and shapes”, which are expectations by the end of the first year of primary school. Below is a table adapted from Development Matters which outlines experiences I would describe as early algebra. Age range What a child is learning Birth-11 months Notices changes in number of objects/images or sounds in group of up to 3. 8-20 months Recognises shapes in meaningful contexts. 16-26 months Knows that things exist, even when out of sight. Beginning to organise and categorise objects 22-36 months Recites some number names in sequence. Creates and experiments with symbols and marks representing ideas of number. Beginning to categorise objects according to properties such as shape or size. Notices simple shapes and patterns in pictures. 30-50 months Uses some number names and number language spontaneously. Uses some number names accurately in play. Beginning to represent numbers using fingers, marks on paper or pictures. Compares two groups of objects, saying when they have the same number. Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. 40-60+ months In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. Records, using marks that they can interpret and explain. Begins to identify own mathematical problems based on own interests and fascinations. Orders two or three items by length, height, weight or capacity. Uses familiar objects and common shapes to create and recreate patterns and build models. 183