Question:
Why doesn't TERC want patterns on the calendar?
Answer:
This is a common question asked by primary, and particularly kindergarten,
teachers. As mentioned in the write-up about the calendar classroom routine
(see pages 42-47 of "Mathematical Thinking at Kindergarten", where
the Kindergarten Calendar Routine is introduced, and pages 70-71 for the write
up of that Routine that appears in every unit), we suggest maintaining the
focus of the calendar as a tool for keeping track of time. Even at that, the
monthly calendar which includes numbers, words and pictures of special events
(birthdays, holidays etc.) can be an overwhelming visual piece for young
children to make sense of in a meaningful way. Just learning about the
conventions of the calendar, what all the symbols mean, what the different
components are, is a large task for young students, many of whom are only
beginning to sort out the symbols of numbers and letters and what they stand
for. In addition, time and the passage of time are especially challenging ideas
for 5 and 6 year olds. Rather than adding more information to the calendar (by
adding pictures or symbols arranged in a repeating pattern) we have chosen to
separate the two experiences. The classroom routine called Patterns on the
Hundred Chart (see pages 74-75 of the "Mathematical Thinking at
Kindergarten") offers students the opportunity to explore repeating
patterns in linear and geometric ways as they use colored squares of paper to
make patterns on a 10 by 10 Pocket 100 Chart (with no number cards present in
the pockets) or on a ten by ten grid of squares.
We know that our choice not to do patterns on the calendar is a departure from
a very familiar and widespread approach. Thus it is asking many teachers to
reconsider how they have typically used the classroom calendar. As we have
worked with teachers, changing their calendar routine has been a hotly
contested issue! We can say though that most of the teachers who have tried the
Patterns on the Hundred Chart routine in Investigations really like it and
feel that it offers students considerably more opportunities to focus on and
talk about patterns. The versatility of the hundred chart allows for linear
patterns, border patterns and also checker board-type patterns. They also like
the idea that the 10 x10 pocket chart connects so nicely to the 100 chart that
students will be introduced to in later grades.
Another thought about integrating pattern work into primary classrooms (this is
not in the Investigations curriculum) is to make a "pattern line"
which students add to every few days. A pattern line is like a number line
without the numbers. You could use a long strip of adding machine tape. The
teacher starts a repeating pattern possibly with colored squares or sticky
dots. For example, the pattern might be, red-blue-red-blue-red-blue. The job of
the students is to come up and add squares to the line so that the pattern
continues. In this way more students have the opportunity to participate (as
they do in the pocket chart activit
y) because more than one element is being added to the pattern each day. At
some point the teacher changes the pattern and begins a new one. Once students
are familiar with the activity they can be in charge of beginning the pattern.
Folks interested in this question might also be interested in an article from
the October 1994 Teaching Children Mathematics
, called "Calendar Reading: A Tradition that Begs Remodeling", by
Sydney L. Schwartz.
Karen Economopoulos, TERC
December 1999