Pascal’sTriangle and Beyond: An Introduction to

Mathematics Investigations

We identified the relationship between

Pascal’s sequence and that of Fibonacci
by setting the numbers out in a right angled
triangle and adding diagonal columns of
numerals

Pascal’s triangle is formed by adding

The family tree of the male honey bee follows the Fibonnacci sequence Preceding 2 numbers eg. 1+0=1, 1+
as male bees only have a female parent (they come from unfertilised
eggs) QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.

Pascal’s triangle is formed by adding the

Preceding 2 numbers eg. 1+0=1, 1+1=2,2+1=3

Other examples found in nature instances of the Golden Ratio, including

 Pascal’sTriangle and Beyond: An Evaluation of Mathematical Investigations
Introduction
This poster describes a mathematical investigation about Blaise
Pascal’s number sequence and related mathematical concepts,
The Golden ratio 1:1.618 (or
which was undertaken by a mixed ability group in a two and a half
approx value) is derived by
hour session.
dividing a Fibonacci sequence
It is a summary of our discoveries, many of which were totally 1 number by a preceding one.
new concepts to us, which served to explain various familiar
This ratio can be observed in the
patterns in Nature, but also it is an evaluation of the value of
investigations for groups and individuals alike, and an illustration 1 form of a spiral (not a true
mathematical spiral) drawn on a
of how a valuable learning experience can be gained from such an
construction of squares of sizes
activity 2 corresponding to the Fibonacci
sequence: the diagram on the left
has squares of units1,1,2,3,5,8,13

Our starting point was Pascal’s triangle number

3
sequence, which is generated by adding together
the two vertically adjacent numbers as in the
illustration below. We found that the sequence can
be used to illustrate the probability of the outcome
5
of events with multiple possible outcomes, for
If there were not enough variations and Our research revealed that this sequence
instance the tossing of coins . The structure also
permutations with the Pascal’s number Can be found in countless natural processes:This
has many interesting properties: as in the example
sequence,our investigation revealed that if the example illustrates the number of parents in the
below, where even numbers have been coloured
triangle is arranged as aright angled triangle, family tree of a male honey bee (males come from
blue, a pattern that resembles Srpinski’s triangle, a
the sum of the diagonal numbers correspond unfertilised eggs and therefore only have
fractal structure.
with the Fibonacci sequence: one parent). The number of bees in each generation
1,1,2,3,5,8,13 etc. Each value is the sum of the corresponds with the Fibonacci sequence.
two previous values in the number sequence.
This sequence features in many natural
phenomena as will be clarified further.

This spiral formation can be observed

in countless natural phenomena; from
the growth of ferns, seed patterns in
sunflowers, the shape of shells, to the
Finally, the Fibonacci shape of the human ear, to the shape
sequence and the Golden ratio of storm clouds and constellations of
figure in the configuration of stars. It has also provided inspiration
nucleotides in the double helix for generations of artist, architects and
ladder of DNA: whether we designers alike.
know it or not, these number
sequences surround us and
are even an integral part of our
own physical make-up.

Collaborative vs Independent Learning Differentiation Scaffolding Evaluation & Conclusion

Our generalized finding was simple: "cooperative learning works." Vygotsky's dictum "what they can do
together today, they can do individually tomorrow" holds up under the scrutiny offered by the formal
research process.
On reflection there is a fine balance needed when working in groups of mixed ability: there is
the need to encourage co-operation between pupils while at the same time keeping higher and
lower ability pupils equally motivated. The benefits of working in a group cannot be ignored,
but the value of individual learning is equally important, and the two learning styles are
interdependent. As Vygotsky stated, learning in a social environment is the first stage of
cognitive development, which enables the learner to bring skills gained through peer work to
their own independent learning. However it is easy in mixed ability groups for lower ability
pupils to lose enthusiasm when higher ability pupils are setting the pace. It is therefore crucial
to group learners thoughtfully to prevent frustration from demotivating learners.
“It is impossible to present abstract mathematics to all types of children and expect
them to get something out of it…The mathematics must be matched to each individual
and teaching a mixed ability class as an entity is therefore unprofitable”(p210 CSMS)
As observed during our investigation, the different ability levels in a group dictate the
pace of learning, and it is not always possible to find higher ability pupils with the
patience to support the learning of the less able, which leads to the marginalisation of
the latter group. It is for this reason that mathematical investigation groups should be
carefully chosen, to ensure that the learning experience is shared by the whole group,
and not monopolized by the individual.
It is for this reason that it might be appropriate to group pupils in ability groups;
although in the long term such groups are divisive, in the case of investigations, ability
groups would ensure that all pupils gain from the learning experience, and would enable
the instructor to set more demanding tasks for those of a higher ability, whilst keeping
the lower ability pupils motivated by setting the level of achievement at a realistic level
according to their respective skills.
“The first stages of seeking a solution to an unfamiliar problem involve drawing
analogies between the present situation and previous ones. In learning through
problem-solving, we seek to generalize what we already know.”
Our experience in the investigation shows that highly complex mathematical concepts
can be grasped by approaching them in a systematic, gradual way, b
uilding on knowledge in appropriately challenging sections, and the accumulation of
these gradual steps result in a learning experience that would not seem feasible at the
outset. It is important that these stages are manageable, and that time constraints do
not pressurize the learner in a counter productive way; it is for this reason that it is
important that the instructor gauges the ability levels of the groups so that the learning
objective can be reached comfortably by all, by setting appropriately demanding but
realistic goals.
“Built well, such scaffolds help children to learn how to achieve heights that they cannot
scale alone”(Wood, Bruner & Ross 1976)
“Learning for Vygotsky can therefore be characterized as a process of internalization,
whereby the procedures for successful completion of a task are initially modelled and
articulated by an adult or more experienced peer, with the child then gradually becoming
able to talk themselves through the task”
The experience of the maths investigation has illustrated the value of encouraging the
learner to proactively build on knowledge they already possess, and providing them with
a confidence building sense of personal achievement, when looking retrospectively at
the learning process completed.
In addition, it also brought to the fore the dilemma faced by the educator when forming
working groups for investigations, to ensure that higher ability learners are sufficiently
stretched intellectually, while on the other hand lower ability learners are not sidelined
by the dominant confidence of the higher ability learners. Careful differentiation of tasks
appropriate to ability groups is therefore crucial to achieve the full learning potential of
the activity.
Our investigation also illustrated the importance of independent learning, which is the
ultimate goal of group investigations :“moving [the learner] from other-regulation to
self-regulation”