Paper plate patterns: preschool teachers working as a community of practice

Susan Gifford; Helen Thouless

Paper plate patterns: preschool teachers working as a community of practice

School of Education

Research output: Contribution to conference › Paper › peer-review

Abstract

Young children’s patterning, defined as ‘finding a predictable sequence’, has been
identified as significant for later mathematical achievement, while proving amenable
to amelioration. This study examines how English teachers of three- to five-year-olds
engaged in a collaborative project designed to develop their children’s pattern
awareness. The teachers and researchers formed a community of practice that enabled
the teachers to share and develop their pedagogical practice. This paper illustrates
one example of how the teachers worked together to change their practice around
border patterns; as their collaboration developed they produced interim stages in the
teaching sequence that fostered children’s reasoning.

Original language	English
Pages	375-381
Number of pages	16
Publication status	Published - Jul 2019
Event	PME43 - Pretoria , South Africa Duration: 9 Jul 2019 → 12 Jul 2019 Conference number: 43

Conference

Conference	PME43
Country/Territory	South Africa
City	Pretoria
Period	9/07/19 → 12/07/19

Keywords

pattern awareness
community of practice
early years mathematics

Cite this

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title = "Paper plate patterns: preschool teachers working as a community of practice",

abstract = "Young children{\textquoteright}s patterning, defined as {\textquoteleft}finding a predictable sequence{\textquoteright}, has beenidentified as significant for later mathematical achievement, while proving amenableto amelioration. This study examines how English teachers of three- to five-year-oldsengaged in a collaborative project designed to develop their children{\textquoteright}s patternawareness. The teachers and researchers formed a community of practice that enabledthe teachers to share and develop their pedagogical practice. This paper illustratesone example of how the teachers worked together to change their practice aroundborder patterns; as their collaboration developed they produced interim stages in theteaching sequence that fostered children{\textquoteright}s reasoning.",

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AB - Young children’s patterning, defined as ‘finding a predictable sequence’, has beenidentified as significant for later mathematical achievement, while proving amenableto amelioration. This study examines how English teachers of three- to five-year-oldsengaged in a collaborative project designed to develop their children’s patternawareness. The teachers and researchers formed a community of practice that enabledthe teachers to share and develop their pedagogical practice. This paper illustratesone example of how the teachers worked together to change their practice aroundborder patterns; as their collaboration developed they produced interim stages in theteaching sequence that fostered children’s reasoning.

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