A mathematical pattern is based on a regular order of elements within the pattern. A sensitivity to patterns is connected with recognising similar or different elements of a pattern. Visual patterns such as red-green red-green can be an introduction to the idea of a relationship (or regularity) between objects. When a pattern is recognised, children can predict the next object and a pattern can be continued or changed. The regular structure of a pattern might include a ‘repeating element’ - part of a pattern that repeats (a pattern within a pattern). Creating or predicting a pattern is based on recognising “what’s the same?” and “what’s different?” about the elements of a pattern.
The early years are ideal for arranging objects in ways that reveal patterns (Mulligan, 2010), such as moving objects to create patterns of colour, or to place similar objects in lines or pairs. Children create patterns in a range of different materials including found objects or equipment. When drawing or constructing their own patterns, children might see different or unusual features of patterns.
Cultural expressions of time are also patterns. For example, regularity in daily life (day and night, seasons, or a social routine such as a pattern of mealtimes). Children are also fascinated by the cultural expressions of time (patterns) that occur in stories, songs and games, and these patterns can be explored verbally, alongside actions and movement.
Kaiako can support children to think mathematically about patterns by helping them notice patterns, extend, or change patterns, and to create their own patterns in context. Identifying sameness and difference connects with an important mathematical process of noticing and modelling change and variation, and can include elements of number, shape, and measurement.
