Devlin (1994) defines mathematics as “the science of patterns,”arguing that the notion of mathematics as “the study of number” is outdated. Whether one agrees with his definition, challenging the idea that patterns are at the essence of mathematics is difficult. Indeed, patterns have surfaced as fundamental to the seventh of the Common Core’s Standards for Mathematical Practice (SMP 7) to look for and make use of structure and look closely to discern a pattern or structure (CCSSI 2010, p. 8). Examples of this mathematical practice in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) include patterns arising from arithmetic that lead to the understanding of properties of the operations. Although these are crucial generalizations, work with patterns has broader applicability as well.
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