Analyzing Numerical and Geometric Pattern Problems in Middle School Mathematics Curricula

Abstract

In this paper we analyze the mathematical treatment of numerically and geometrically defined patterns in a variety of middle school curricula. We provide several examples that illustrate a need for rethinking how the study of patterns and generalizations are presented in middle grade mathematics curricula and discuss some natural implications to the mathematical content preparation of middle school teachers. This paper is a sequel to the manuscript, A Historical Overview of Pattern-Type Problems in Middle Grade Mathematics Curricula, where we considered the influence of important standards documents on curricular approaches regarding the study of patterns in the middle grade curriculum, as well as examined the treatment of pattern-type problems in curricula throughout the past century.