Identifying and describing attributes is one of six beginning processes in mathematics. Once the child is confident with this process, they can begin to explore the other five processes:
- Matching - using two objects to focus on the 'sameness' of one attribute;
- Sorting - grouping objects in accordance to one or more attributes;
- Comparing - based on relations between amounts of an attribute two objects posses;
- Ordering - arranging objects according to the relations between them, based on increasing or decreasing amounts of an attribute;
- Patterning - formed by the repetition of objects or pictures, and are recognisable and predictable (Irons, 1999, p. 31).
Through this first tutorial, we were exposed to each of the six. We took part in activities which assisted in promoting these processes. These activities would be appropriate learning experiences for students at a prep to year 2 level to gain familiarity with each process.
Matching: We grouped a small number of plastic dinosaurs, based on an attribute of colour. This activity focused on the 'sameness' of attributes. This process seemed to be the hardest for me to grasp at first. In discussions with other class members it was observed that an immediate reaction is to sort the objects into small groups based on physical attributes, rather than choosing two objects that match and giving a simple reason as to why they match (in the photo below, I took 2 coffee cups out of the cupboard and matched them using the attribute of colour. They could also be matched because you could drink out of both).
Sorting: Once I had gained an understanding of matching, I could move onto sorting. Realistically, there is not a big difference between the two. In discussions with peers I was working with, we came up with the conclusion that sorting involves matching, but with a larger number of objects. This was best demonstrated with the use a two dimensional sorting board. Each student in the class was handed a card with an animal and a coloured ball, with the instructions of placing the card in the correct square on the board. We had to recognise the attributes of the card, and match these with the attributes of the sorting board (for example, which square would the yellow pear sit?).
Comparing: This was quite an easy process for me to grasp. The activity we came up with for a student to take part in utilised simple base ten blocks. Taking a ones block and a tens block (both similar in colour and texture), we were able to determine which of the two possessed more or less of an attribute (ones block was long, but the tens block was longer; or the tens block was short, but the ones block was shorter). In discussions during the activity, we determined that vocabulary could be developed through this process. Students would tend to use ‘er’ words when comparing one object to another.
Ordering: As a large group, we were given the task of sorting a box of timber blocks, and placing them into order, based on an attribute. The first thing we noticed was that the blocks had a varying number of surfaces, therefore we could place blocks into small groups, and arrange them in order of increasing surfaces. In reflection at the conclusion of the activity, it was observed that in order for children to be successful at ordering, they must first be able to identify and describe attributes (initial process), make comparisons and describe differences (Irons, 1999, p. 30).
Patterning: The final process, and for me, the easiest to grasp. The task given was to arrange anything we could find in the room into some sort of pattern. From the Irons (1999) reading, I was able to identify that the most important element of patterns, is the repetition of an object, forming a recognisable and predictable model. I created a simple A-B-B-A pattern using timber, half sphere blocks and plastic dinosaurs. An important aspect of a child understanding patterning, is having success in the prior processes (matching, sorting, comparing, ordering), and confidence in identifying and describing attributes.
