Pre-Algebra

1. Synthesis of BIG Ideas

At the commencement of this week, I thought oh gees, algebra and then when I started
working through the content, I was surprised to see myself understanding everything and
actually liking it a lot. I believe I now have a clear understanding of what algebra actually is.
The lectures were very useful and helped me to gain an understanding of the topic. I also
realised that algebraic thinking can be recognised in early years not just in school.
Algebra is an ability to understand, comprehend and determine relationships and patterns.
It requires children to use specific patterns to help develop algebraic thinking. Students
must adopt the ability to understand patterns and relationships between then. Children can
understand this from a young age, with the use of concrete materials such as shapes, blocks,
counters, etc.
Pre-number understanding:
- Determining attributes
- Matching by attributes
- Sorting by attributes
- Comparing attributes
- Ordering attributes
- Patterning
Terms and symbols of Algebra:
- Equality - =, inequality
- Variables - pronumeral, x,y, b, t
- Expressions - 3n + 2x 2
- Equations - 3n + 2x = 2x + 3n
(Jamieson-Proctor, 2016)

Skills applied to geometry and number patterns:

- Recognising
- Describing
- Repeating
- Growing
- Replacing
- Translating

2. Concepts, Skills & Strategies

Algebraic concepts:
- Patterns & functions
- Equivalence & equations
- Patterns, sequences & generalisation
Algebraic skills:
- Finding the missing component
- Being able to grow and create a pattern
- Identifying the relationship of the pattern
Patterns & Functions concept: We help children to build and describe patterns in relation to the
relationships and rules of these patterns. Children will need to apply the being able to grow and
create a pattern as well as identify the relationship of the pattern skills to be able to comprehend
this concept. Strategies children can use that will help them to master this concept can include
practical hand on strategies where children can create their own pattern and then identify and
explain what the relationship is in the pattern they have created.

3. Teaching Strategies
Brainstorming as a whole class is an effective teaching strategies that could be used to assist
children to understand the mathematical concept of patterns and functions of algebra.
Brainstorming at the beginning of each lesson gives children the opportunity to think about
their existing knowledge and what they want to learn and achieve.
The website sourced below consists of a variety of group activities and lessons for teachers
that could be conducted in the classroom when teaching pre-algebra.
http://www.coolmath.com/prealgebra

4. Misconceptions
There is a misconception with children and their understanding of the equal sign (=). The
misconception is that it means get the answer. However, the equal sign represents that
what is on the left of the equal sign is actually equal in value or amount to what is on the
right of the sign.
The misconception can be practised by the children and/or role modelled and explained by
teachers to help them gain adequate knowledge through hands on experience with
algorithms and equations involving the equal sign. Another way to avoid this misconception,
could be that teachers explain what the equal sign means as well as show students videos
with visual representations.

5. ACARA Links

6. Resources and Ideas

The resources below use student language and familiar objects to explain the concept of
patterns and functions in pre-algebra. They allow the students to use a range of
effective strategies in order to understand and grasp the concept.
https://www.khanacademy.org/math/pre-algebra
This resource could be good for
teachers to use in the classroom who
are beginning to learn about
patterning and functions.
https://schoolsequella.det.nsw.edu.
au/file/37f3cd25-eeb2-4be3-87e0e83f98c717b7/1/10286.zip/index.ht
m

7. Synthesis of Textbook
Chapter 15 of Helping Children Learn Mathematics also focuses on the big idea covered in lectures,
tutorials and readings. Both Reys and Romina mention that arithmetic (number knowledge) and
algebraic understanding need to be developed together.
-

Problems, patterns and relations tie with algebraic thinking.

Problems: Routine and non-routine problems provide good opportunities for developing
algebraic concepts and thinking.
Patterns: patterns are vital to mathematics as they assist children in organising their world
and mathematics.
Repeating and growing patterns are used for building algebraic ideas.
Relations: properties of numbers and functions help children build algebraic concepts and
thinking.
It is easy for children to learn the language and symbols associated with algebra while they
learn about numbers.
For primary students, equality and inequality, variables and expressions and equations are
the ideas associated with algebra.
When children write expressions for mathematical problems, they tend to use a mix of both
symbols and words.

(Reys et al., 2012)