Skip to main content

Research Repository

Advanced Search

Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England

Gripton, Catherine

Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England Thumbnail


Authors



Abstract

Pattern is fundamental to mathematical learning yet pattern has been conspicuously low key within early mathematics curriculum guidance in England despite evidence that it predicts later attainment in mathematics overall. Whilst recent curriculum changes have seen pattern afforded enhanced status, this is within a conception of pattern that marks a significant shift away from the evidence base. Through analysis of 25 years of early mathematics curriculum in England, this article identifies a curriculum landscape where pattern has been afforded little attention and narrowly framed. It finds that positioning pattern as a minor topic in mathematics potentially limits children’s access to “powerful knowledge”, in a critical realist sense, and to learning which is fundamental to deep, connected mathematical understanding. Recognition of pattern as powerful knowledge would position it as an essential, broad, central tenet of early childhood mathematics education and as an entitlement at the heart of national curricula.

Citation

Gripton, C. (2022). Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England. Research in Mathematics Education, 25(1), 3-23. https://doi.org/10.1080/14794802.2021.2010237

Journal Article Type Article
Acceptance Date Nov 4, 2021
Online Publication Date Apr 18, 2022
Publication Date Apr 18, 2022
Deposit Date Jan 11, 2022
Publicly Available Date Mar 28, 2024
Journal Research in Mathematics Education
Print ISSN 1479-4802
Electronic ISSN 1754-0178
Publisher Informa UK Limited
Peer Reviewed Peer Reviewed
Volume 25
Issue 1
Pages 3-23
DOI https://doi.org/10.1080/14794802.2021.2010237
Keywords General Mathematics; Education
Public URL https://nottingham-repository.worktribe.com/output/7222136
Publisher URL https://www.tandfonline.com/doi/full/10.1080/14794802.2021.2010237

Files




You might also like



Downloadable Citations