Sorting and classifying
Early patterning experiences are extremely significant for young learners in terms of their mathematical development (Papic, 2007). Patterning helps in arranging as well as classifying items, which helps our children to think sensibly and be able to relate the rules. Moreover, patterning teaches the children about relationships and attributes. This exercise provides children with models that help in organizing things in the actual world, example is putting the blocks together (Tucker, 2002). Initially, children learn to contrast things, then categorize them. Children are capable of learning how to organize items by focusing on characteristics of the objects, and then focus on objects that are not included. As a justification to why they are not included, children can practice grouping objects based on observable uniqueness. By doing so, they are gathering concepts that will form a basis, which will help in understanding mathematical functions (Saw, 2002).
Patterns and sequences
Patterns and sequences ease the process of understanding concepts in mathematics; which is the basis for solving difficult problems in mathematics and functions too (Waters, 2001). Patterns help to identify similarities and be able to formulate number predictions. Learning the basic number patterns helps a student understand functions better, and these functions explain why there is an association between different quantities (Ginsburg, 1993). What assists students in categorizing minor numbers from the bigger ones is sequence teaching, which also helps them in adding and subtracting. Therefore, an understanding array of numbers helps in solving difficult mathematical problems.
Pattern creation and ordering
With pattern creation and ordering, children learn to place objects in sequence and compare them accordingly. When children are able to compare and order objects, they are able to compare different numbers, ordering them from ascending to descending (Charlesworth, 2010). Therefore, it is easier for them to learn how to work out compound mathematical problems in the future. Children will be able to add up, and subtract as well as arrange numbers in order.
References
Charlesworth, R. &. (2010). Ordering,seriation and patterning in Math &Science for young children. In R. &. Charlesworth, Ordering,seriation and patterning in Math &Science for young children (pp. 240-256). New York: Thomson Delmar Learning.
Ginsburg, H. P. (1993). Mathematics in the early years. In H. P. Ginsburg, Young childrenconstruction of mathematics:observation of everyday activies (pp. 88-99). New York: Macmillan.
Papic, M. &. (2007). The growth of mathematical partening. Mathematics:Essential Research and practice, 591-600.
Saw, J. M. (2002). Sorting,Classifying and patterning:Critical to mathematical understanding in Kindergarten. New York : Houghton Mifflin.
Tucker, B. A. (2002). Teaching mathematics to ALL children. New Jersey: Merril Prentice Hall.
Waters, J. (2001). Mathematical setting in early childhood. Queensland university of technology, 2 (50, 565-572.