What is a(n) SVGrid
Multiplication grid
Drakensberg Grid
Some Difference Grid
Odd & Even Grid
Simple Fraction Grid
Some Difference Fraction Grid
Product Quotient Fraction Grid
Euclid's Grid
Multiplication grid
Drakensberg Grid
Some Difference Grid
Odd & Even Grid
Simple Fraction Grid
Some Difference Fraction Grid
Product Quotient Fraction Grid
Euclid's Grid
What is a(n) SVGrid?A Structured Variation Grid is a two dimensional grid of cells.
In most cased each cell has two parts, a proposed calculation (blue background), and a result (yellow background). Treating the two parts of a cell as a statement of equality, each cell is a particular case of some general formula or relationship. 
The visible grid can be thought of as a window onto an effectively infinite grid extending in all directions.
Grids can be on paper or in electronic format. On paper, attention can be directed to various lines and other configurations of cells, so that they form a sequence to generalise. On an escreen, grid cells can be activated by clicking to reveal sequences to generalise.
Generally one begins with an empty grid, clicking on cells in a structured manner so as to invite prediction and generalisation.
Pedagogical Purposes
The idea is to provoke learners into using their natural powers to detect patterns, to imagine and express predictions, to generalise, at first for particular cells but eventually for anyall cells in general.
By following patterns of natural numbers or sequences related to natural numbers, learners can be encouraged to ‘go with the grain’, to ‘follow the flow’ and so to anticipate and predict.
By connecting and relating the two parts of cells, learners can be encouraged to ‘go across the grain’, to experience structure, in order to make mathematical sense, both in particular (in particular cells) and in general.
Put another way, relationships between yellow and blue parts of cells can be seen and expressed as properties which hold between the cell parts of any cell in the grid. Learners can then use the structure of the yellow cell entries in order to justify their predictions for the blue cell entries. In this way they are experiencing mathematical structure (as displayed in the grid), learning to reason on the basis of stated properties, and making mathematical sense. They are also appreciating that mathematics does make sense.
After exposure to several grids, learners may begin to think about mathematical structure in terms of grids: the route between two cells does not matter, for the transformations involved in moving to adjacent cells are structurally related.
For elaboration of pedagogical theories underpinning the development and use of Structural Variation Grids see Pedagogical Constructs and With and Across The Grain. Use of the grids provides an opportunity to notice how the structure of learners' attention shifts from moment to moment, and how sometimes it gets stuck.
NOTE: I am currently converting the grids to Cinderella (free at Cinderella.de) but the .html files can be run from a javaenabled browser.
By following patterns of natural numbers or sequences related to natural numbers, learners can be encouraged to ‘go with the grain’, to ‘follow the flow’ and so to anticipate and predict.
By connecting and relating the two parts of cells, learners can be encouraged to ‘go across the grain’, to experience structure, in order to make mathematical sense, both in particular (in particular cells) and in general.
Put another way, relationships between yellow and blue parts of cells can be seen and expressed as properties which hold between the cell parts of any cell in the grid. Learners can then use the structure of the yellow cell entries in order to justify their predictions for the blue cell entries. In this way they are experiencing mathematical structure (as displayed in the grid), learning to reason on the basis of stated properties, and making mathematical sense. They are also appreciating that mathematics does make sense.
After exposure to several grids, learners may begin to think about mathematical structure in terms of grids: the route between two cells does not matter, for the transformations involved in moving to adjacent cells are structurally related.
For elaboration of pedagogical theories underpinning the development and use of Structural Variation Grids see Pedagogical Constructs and With and Across The Grain. Use of the grids provides an opportunity to notice how the structure of learners' attention shifts from moment to moment, and how sometimes it gets stuck.
NOTE: I am currently converting the grids to Cinderella (free at Cinderella.de) but the .html files can be run from a javaenabled browser.
Example: Multiplication Grid
Grids are available to be downloaded: see below the image
I am unable to work out how to make the applet active on the site.
When you download, you get a zipped folder which includes notes on the principal features of the grid. This particular grid enables you to get learners to predict (1)(1) and more generally, by first moving the window so that 0 x 0 is in the middle, and then following rows from right to left in the yellows, and then down the columns, and also following columns (on the right) down, and then rows from right to left, to see that the results are necessarily consistent and fit with the obvious patterns along rows and down columns. multn_grid.zip 

Available Grids:
These grids are being redeveloped in Cinderella because Flash no longer seems to be generally accessible.
I will leave the corresponding flash versions here as well, at least for a while, until I can get the Cindy applet versions functioning on this page..
Drakensberg Grid
Developed while working with Hamsa Venkat, Mike Askew and Anne Watson in the Drakensberg, this grid is designed to work on the commutativity of multiplication, discrete and continuous, using symbols, arrays, bar diagrams and scaling.
he grid displayed has all the entries showing. The usual way of using SVGrids is to reveal cells gradually so that learners can begin to conjecture what they will see next.
Developed while working with Hamsa Venkat, Mike Askew and Anne Watson in the Drakensberg, this grid is designed to work on the commutativity of multiplication, discrete and continuous, using symbols, arrays, bar diagrams and scaling.
he grid displayed has all the entries showing. The usual way of using SVGrids is to reveal cells gradually so that learners can begin to conjecture what they will see next.
In order to work on relationships between different presentations of commutativity, there is also a singleline applet. The numbers can still be varied, but not juxtaposed.
Applets are available here: Drakensberg Grids
Some DifferenceSums and differences of positive and negative whole numbers

Odd & Even SumsSums of pairs of numbers classified as odd or even
(idea from Elaine Simmt) 
Distributivity
Use of brackets to group an addition or subtraction with a multiplier
Simple FractionsFractions together with reduced fractions

Multiplicative FractionsMultiplying and dividing fractions

Multiplicative Fractions
Multiplying & Dividing Fractions
Ways of Working With SVGrids
SVGrids are designed to be used with one or more learners under the direction of a teacher. The teacher is needed to expose certain parts of certain cells and then to prompt learners to conjecture and justify entries in other cells.
The basic idea is to expose a sequence of cells in a row or column, to predict and generalise (going with the grain), and to make structural sense by connecting the patterns between the entries in yellow cells, and patterns in the entries between corresponding blue cells.
Strategy One
Often it is sensible to start by exposing the blue cells in some line, in sequence, so that learners can use their natural powers of pattern spotting to anticipate and predict the next entry, and then to express a generality.
The direction arrows shift the window so that further cells in the sequence can be predicted and exposed.
Parallel lines of cells can be used to expose related sequences, and then the two dimensionality can be used to predict the contents of any such cell.
Hiding all the blue cells, you can then do the same patterndetecting and cell prediction with sequences of yellow cells.
When both blue and yellow cells are readily predicted, attention can be drawn to whole cells (blue and yellow parts) and the relationship they express when treated as being equal.
Strategy Two
It is sometimes sensible to start with exposing a yellow cell, and then, after a pause, the corresponding blue cell. Then another adjacent to it, and then another adjacent to that, so that a line of cells is exposed.
Learners are invited to anticipate and then predict the contents of other cells, and eventually, of any cell in the grid. Attention is drawn both to relationships between cells, and relationships between blue and yellow parts of cells. Some of these relationships can be taken as properties, and then used to justify the equality of the blue and yellow parts.
Grid Buttons
Clicking on a cell reveals either a calculation (bottom) or a result or alternative format (top).
Clicking on a large arrow moves the window one position in that direction,
so that it is as if there is a small window looking onto an infinite grid.
Clicking on a solid yellow or blue button reveals the cells in the associated column,
or where there is only one button, all the lower (upper) cells.
Clicking on a 'sun behind cloud' reveals parameters that can be adjusted;
clicking again hides those parameters.
The basic idea is to expose a sequence of cells in a row or column, to predict and generalise (going with the grain), and to make structural sense by connecting the patterns between the entries in yellow cells, and patterns in the entries between corresponding blue cells.
Strategy One
Often it is sensible to start by exposing the blue cells in some line, in sequence, so that learners can use their natural powers of pattern spotting to anticipate and predict the next entry, and then to express a generality.
The direction arrows shift the window so that further cells in the sequence can be predicted and exposed.
Parallel lines of cells can be used to expose related sequences, and then the two dimensionality can be used to predict the contents of any such cell.
Hiding all the blue cells, you can then do the same patterndetecting and cell prediction with sequences of yellow cells.
When both blue and yellow cells are readily predicted, attention can be drawn to whole cells (blue and yellow parts) and the relationship they express when treated as being equal.
Strategy Two
It is sometimes sensible to start with exposing a yellow cell, and then, after a pause, the corresponding blue cell. Then another adjacent to it, and then another adjacent to that, so that a line of cells is exposed.
Learners are invited to anticipate and then predict the contents of other cells, and eventually, of any cell in the grid. Attention is drawn both to relationships between cells, and relationships between blue and yellow parts of cells. Some of these relationships can be taken as properties, and then used to justify the equality of the blue and yellow parts.
Grid Buttons
Clicking on a cell reveals either a calculation (bottom) or a result or alternative format (top).
Clicking on a large arrow moves the window one position in that direction,
so that it is as if there is a small window looking onto an infinite grid.
Clicking on a solid yellow or blue button reveals the cells in the associated column,
or where there is only one button, all the lower (upper) cells.
Clicking on a 'sun behind cloud' reveals parameters that can be adjusted;
clicking again hides those parameters.