“Mathematics is important in our everyday life. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.
The principles and practice document is essential reading for teachers as they start working with the experiences and outcomes for mathematics.” – Principles and practice http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/mathematics/index.asp.
| Early | First | Second | Third | Fourth | |
| Patterns and relationships
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I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.MTH 0-13a | I can continue and devise more involved repeating patterns or designs, using a variety of media.
MTH 1-13a
Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied. MTH 1-13b |
Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern.
MTH 2-13a |
Having explored number sequences, I can establish the set of numbers generated by a given rule and determine a rule for a given sequence, expressing it using appropriate notation.
MTH 3-13a |
Having explored how real-life situations can be modelled by number patterns, I can establish a number sequence to represent a physical or pictorial pattern, determine a general formula to describe the sequence, then use it to make evaluations and solve related problems.
MTH 4-13a
I have discussed ways to describe the slope of a line, can interpret the definition of gradient and can use it to make relevant calculations, interpreting my answer for the context of the problem. MTH 4-13b
Having investigated the pattern of the coordinate points lying on a horizontal or vertical line, I can describe the pattern using a simple equation. MTH 4-13c
I can use a given formula to generate points lying on a straight line, plot them to create a graphical representation then use this to answer related questions. MTH 4-13d
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As we can see in terms of pattern progression is developed through at early stages being able to understand your own patterns, to eventually in the second stage exploring more complex patterns. This then moves onto the late stages were you can see the progress and the child should now be able to generate points lying on a straight line and plot them, this is all the progression of pattern.
http://www.project2061.org/publications/earlychild/online/experience/lind.htm
Dialogue on Early Childhood Science, Mathematics, and Technology Education
First Experiences in Science, Mathematics, and Technology
Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills
As any scientist knows, the best way to learn science is to do science.
” As we watch children in their everyday activities at various stages of development, we can observe them constructing and using concepts such as
- one-to-one correspondence—putting pegs in pegboard holes or passing one apple to each child at the table;
- counting—counting the pennies from the penny bank or the number of straws needed for every child at the table;
- classifying—placing square shapes in one pile and round shapes in another or putting cars in one garage and trucks in another; and
- measuring—pouring sand, water, rice, or other materials from one container to another.”
overall this is a few ideas I have had on the progession of math and science in children.
