When Maurice and Mme Rigolotte Look for patterns in Chicago, IL.
- Frédérique and the Wooden Fellows
Few months ago, I invited you to start embracing the joy of early mathematics with young children. This week, we are focusing on one of the five areas disclosed previously, and talk about patterns.
Before we continue, you may want to take a moment and reflect on your own experiences with mathematics. If they are rather negative, please remember that those experiences are often associated with school mathematics, while we all do mathematics. All. the. Time.
Were you on time for an appointment this week? Do you like the patterns on your shirt? Do you usually avoid colliding with people at the store?
Last week, Maurice and Madame Rigolotte took a trip to Chicago, IL, and went on a quest for patterns to practice their algebraic thinking.
Algebraic thinking?! While we focus on young children?!
That’s right, algebraic thinking! When you think of algebra as a branch of mathematics to describe relationships through prediction and generalization, young children can start developing their algebraic thinking by noticing things that repeat around them, discussing how to describe and extend those patterns, and creating new ones.
Let’s look at Madame Rigolotte’s treasures.
Which items do you see that are organized into a predictable way? How would you engage a young child around those designs?
Young children loves patterns, and depending on their age, and exposition to patterns, can explore patterns through four different levels.
The first step is Noticing things that repeat around them, things that are predictable. Madame Rigolotte focused on things that repeated visually, but patterns can also be found in other sensory elements, such as sounds (e.g., music, letter sounds, etc.), touch (e.g., fabrics or carpets out of different textiles), etc. but also over time (e.g., bed time, birthdays, etc.).
For instance, Madame Rigolote noticed a repetition of penguins on a Jersey barrier, rows of buttons in an elevator, circles above the bakery Sprinkles Cupcakes, and tiles in the Blue Line of the Chicago subway, or in front of the Color Factory, in various geometrical organizations.
The next step consists in Describing patterns. And finding patterns around us always brings the best, most naturalistic discussions, as they are rarely straightforward to describe, and hence, provide opportunities to truly stimulate young children’s thinking. Describing patterns involves defining the unit that repeats. For instance, the pattern of penguins is the repetition of 6 units of penguins. But there is one element that does not repeat: the color of the bow tie. Other examples include the repetition of brown circles (but not the color of the inside circles), the buttons of the elevator (but not the numerals next to the buttons), the tiles in the subway (but only one has the letter J). Taking time to describe patterns is critical, as it does require attention to details around what repeats, or not. In addition, some patterns are easier to describe than others. For instance, the linear repetition of penguins is pretty straightforward, but what about the 3-D geometrical tiles on the wall of the Color Factory? How would you describe a unit?
Then come discussions around Predicting. What would come next? We cannot see the end of the Jersey barriers, but what could we expect to see if we could? Another penguin, looking to its left, with a bow tie, whose color remains unknown color. What about the elevator? What could we predict if the building was 50 stories? 60 stories?
Finally, with time, comes the step of Creating patterns. Young children often start with creating what could be called an AB pattern, such as a red blue red blue stack of Legos. But as always, at some point, their creativity will surprise you.
Maurice, too, founded several patterns in his favorite colors (and the colors of Giggles and Chisels!).
So, what repeats? How would you describe Maurice’s patterns? Extend them? I am particularly fond of the piece of art found at Maurice’s hotel, that can lead to discussions around growing patterns. But let’s keep those thoughts for another post.
Patterns are indeed everywhere. I am sure you see them too! Now let’s all engage young children with them as well.
As always, thank you so much for being here, and see you next week!
Turrou, A. C., N.C. Johnson, & Franke, M. L. (2021). The young child & Mathematics. 3rd Edition. National Association for the Education of Young Children: Washington, DC.
Clements & Sarama. (2003). Engaging young children in mathematics. Routledge.