Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524
Title: An exploration of pattern in primary school mathematics
Author: Sangster, Margaret
ISNI:       0000 0001 3551 4595
Awarding Body: University of Surrey
Current Institution: University of Surrey
Date of Award: 1999
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Abstract:
This dissertation is an exploration of the role of ‘pattern’ in primary mathematics education. The purpose of the research was threefold. Firstly, an examination in detail of the acquisition of children's learning of pattern in the context of mathematics education in the primary school. Secondly, to rela te the findings of this examination to an 'informed' interpretation of pattern in the primary mathematics curriculum. Thirdly, a development of teaching strategies informed by the examination of children's responses to pattern and the interpretation of pattern in the primary mathematics curriculum. The research project was placed in a philosophical setting of social constructivism both in terms of theory and the practical teaching approach. Theoretical exploration was made of mathematical pattern in the primary curriculum, a historical development of an awareness of pattern in that curriculum and of primary teachers mathematical knowledge. The mind's ability to deal with pattern was also reviewed through a search of cognitive literature. This exploration was then placed in the empirical setting of four English, state primary schools where a series of studies were devised to gather information about children's understanding of mathematical pattern. This was then used to create a programme of teaching pattern with two groups of six and seven year-old children. From the findings a detailed view of the nature of pattern in primary mathematics was constructed and reflections offered on teaching strategies and children's learning in this specific context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.326524  DOI: Not available
Keywords: Children's learning; Curriculum; Mathematical
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