Elloise Pellissier

S00142303

Gaining insights from research for classroom planning

Elloise Pellissier
S00142303
Introduction:
The focus of this paper will be on Algebra across all primary year levels with a detailed and distinct
concentration on algebra and patterning. A detailed analysis will take place to ensure students can
reach their fullest potential and develop their mathematical skills and knowledge on this topic. This
review will explore the multiple studies done on teaching Algebra in the Primary Classroom.

Literature review
There is a consistency with studies that show that teaching patterning as a topic in the early years is
a beneficial factor to a students mathematical and algebraic development. This review will analyse
how the expression of equality is taught in the classroom and the misconceptions that pair with this.
Multiple studies are also consistent in their evidence and research that mathematical computation
and arithmetic structure is essential when is comes to the students ability to learn algebra. These
ideas will be explored further.
Identifying pattern is an important factor towards the development of generalisation in algebra.
(Jones, 1993). A study conducted by (Papic, 2007, p. 8) showed developing patterning as a skill in
early mathematics is a must for the promotion of spatial awareness, sequencing and ordering,
comparison and classification. (Warren, & Cooper, 2008) and (Ontario Education, 2007) strongly
agree with the importance of patterning in the early primary years and both describe the important
actions that support the development of algebraic thinking. The first is the correct use of
mathematical vocabulary, educators ought to model suitable numerical phrasing and urge students
to use vocabulary that will permit them to communicate their ideas clearly. Next is extending
patterns, students are shown that patterns are able to be increased or decreased due to their repetitive
structure. (Ontario Education, 2007). Deciding pattern rules is an essential activity and shows how
depicting and amplifying examples assist students with making speculations about these examples.
Students can express these speculations as a rule or generalisation. (Ontario Education, 2007).
Finally, translating patterns involves students being given numerous chances to recognise, read,
portray, and broaden designs, students discover that they can speak to the same example structure in
a mixed amount of ways. (Ontario Education, 2007). The study by Miller, and Warren, (2012 p.510)
builds on this and states that concrete materials are useful when learning patterning. This was made
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evident in the study when the students reacted positively to concrete materials from their local
environment. The use of contextualised patterns provided opportunity to discuss the pattern in
terms of language which was already accessible for students, such as in the case of kangaroo ears
and tails. As students perceive patterns, they are permitted to comprehend that numbers and
operations work in reliable and unsurprising ways, and assists them with making speculations and
generalisations about numerical connections. (Ontario Education, 2007).
Many mathematical studies evaluate the importance of equality when it comes to learning algebra
accurately. The study by Falkner, Levi, and Carpenter (1999) concludes that it is important for
students to comprehend that equality is the idea that two expressions are exactly the same. Some
students believe that the equals sign is supposed to carry out the operation. (Boroudi, 2006,). This
may be due to the fact that in the students experience, the equal sign always comes at the end of
an equation and only one number comes after it. (Boroudi, 2006, p. 28). Another reason for this
error may also be due the "=" button on many calculators, which outlays a solution no matter what.
(Boroudi, 2006). Warren, Mollinson, and Oestrich, (2009) agrees with Boroudi, (2006) that
equivalence is a major misconception in the primary years and describes the four key areas that
students must be exposed to when learning equivalence. Firstly, develop appropriate language to
compare equivalences. Secondly, develop the understanding that two expressions either side of the
equals sign are the same. Next, provide equations in a variety of ways and in several contexts.
Finally, make use of the balance principal to find the unknown variables.
Another misconception about algebra, according to Warren et al. (2009) is that algebra is about
computation rather than arithmetic. With a poor arithmetic knowledge and lack of exposure students
can develop struggles with algebraic thinking. Classroom activities that have a focus on
mathematical processes rather than products can develop a lack of arithmetic knowledge and skills.
In a study by Hunter (2015) it was revealed that teachers knew that arithmetic and algebra are
linked yet did not provide their students opportunities to explore this, which is not helpful for the
students algebraic development. This concurs with the findings of studies by Warren and colleagues
which suggests that teaching students algebra entails much more than the use of arithmetic as a base
structure. Students must be made aware of operations and describe and embody this through the use
of symbols. Students must then be able to apply these operations in a vast amount of contexts. To
do this, the use of letters to represent numbers must be introduced clearly to students by teachers
and, the mathematical method that is being symbolised by the use of both numbers and letters must
be made clear to students in the algebraic context.

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Critique of the Curriculum

In a study conducted by Ladele, Ormond, and Hackling, (2014) it was revealed that teachers have
misconceptions about algebra and this also reiterates the important role that teacher knowledge of
the curriculum plays in ensuring that algebra concepts are properly understood by students.
Algebra in the AusVELS curriculum (2015), starts from foundation to year six and the emphasis is
firmly on pattern, moving from repeating patterns in a variety of media, to more specific number
pattern work. There is a gradual introduction to the use of symbols for unknown quantities leading
to the use of formula and solving equations. (Jones, 1993, pg. 26) This concurs with Papics
research. When students are at the stage of finding relationships between data sets, having
experience with repeating and growing pattern will have advanced their functional thinking (Papic,
2007).
According to (Warren, Mollinson, and Oestrich, 2009), students with a poor arithmetic knowledge
and lack of exposure can develop struggles with algebraic thinking. Classroom activities that have a
focus on mathematical processes rather than products can develop a lack of arithmetic knowledge
and skills. The Australian curriculum needs to put emphasis on arithmetic knowledge and skills to
avoid difficulties that students can develop when learning algebra. This is a strength the AusVELS
curriculum (2015) has as the focus on arithmetic begins at foundation level with the use of addition
and subtraction and it is continued throughout the primary years moving on to multiplication and
division.
A limitation that the AusVELS curriculum (2015) encounters is that the focus on equivalence does
not begin in the curriculum until grade 2. Studies have shown the many misconceptions that
students have with the equals sign. Students believe that the equals sign is supposed to carry out
the operation they are unaware that the equal sign expresses a relationship between the numbers on
each side of the equal sign. (Boroudi, Z. 2006, pp. 28). This may be due to the fact that in the
students experience, the equal sign always comes at the end of an equation and only one number
comes after it. (Boroudi, Z. 2006, pp. 28). With such an emphasis on the struggles that the students
have with this concept, it is possible that there could be much more focus on this topic throughout
the curriculum, especially in the early years to ensure students fully understand the concept to avoid
lack of knowledge later down the track.

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Conclusion
From the literature reviewed, it can be concluded that teaching patterning in the early years is
beneficial for students as so they can develop their algebraic knowledge and understanding.
Equality is another important factor when teaching Algebra and it must be made clear by teachers
that the equals sign represents both sides of an equation being the same. This will avoid
misconceptions that students develop about the equals sign being a process rather than a
relationship. Finally, studies show that with a poor arithmetic knowledge and lack of exposure
students can develop struggles with algebraic thinking, therefore it is up to the teacher to ensure
students are exposed to as many arithmetic and algebraic situations as possible.
Total Word count: 1386

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References:
Ausvels. (2015). Mathematics level 3. Accessed from: http://ausvels.vcaa.vic.edu.au/Level3

Boroudi, Z. (2006). Easing students transition to algebra. Australian Mathematics Teacher, 62 (2),
28-33.
Falkner, K. P., Levi, L., & Carpenter, T. P. (1999). Childrens understanding of equality: A
foundation for algebra. Teaching Children Mathematics, 6(4), 232-236.
Hunter, J. (2015). In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the
margins (Proceedings of the 38th annual conference of the Mathematics Education Research
Group of Australasia), pp. 5867. Sunshine Coast: MERGA.

Jones, L. (1993). Algebra in the primary school, Education 3-13, 21(2), 27-31.
Ladele, O., Ormond, C., & Hackling, M. (2014). In J. Anderson, M. Cavanagh & A. Prescott (Eds.).
Curriculum in focus: Research guided practice. (Proceedings of the 37th annual conference
of the Mathematics Education Research Group of Australasia) pp. 351356. Sydney:
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Miller, J., & Warren, E. (2012). An exploration into growing patterns with young Australian
Indigenous students. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics Education:
Expanding Horizons: Proceedings of the 35th Annual Conference of the Mathematics
Education Research Group of Australasia (pp. 505-512). Singapore. Merga PDF

Ontario Education. (2007). Patterning and algebra. A Guide to Effective Instruction in mathematics.
Accessed from: www.eworkshop.on.ca/edu/resources/guides/Guide_Math_K_3_NSN.pdf

Papic, M. (2007). Promoting repeating patterns with young children- more than just alternating
colours. Australian Primary Mathematics Classroom, 12(3), 8-13.
Warren, E. (2003). The role of arithmetic structure. The Transition Mathematics Education
Research Journal, 15(2), 122 137.
Warren, E, & Cooper, T. J. (2008) Patterns that support early algebraic thinking in the elementary
school. In: Greenes, Carole E. and Rubenstein, Rheta (Eds.) Algebra and algebraic thinking
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in school mathematics. National Council of Teachers of Mathematics, Reston, VA, pp. 113126.
Warren, E., Mollinson, A., & Oestrich, K. (2009). Equivalence and equations in early years
classrooms. Australian Primary Mathematics Classroom, 14(1), 10-15.