Early childhood mathematical development: the association between patterning and proportional reasoning

The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.

“…However, post hoc correlation and linear regression analyses were conducted to look at the association between patterning in the second grade of kindergarten and proportional reasoning at each time point (see online supplemental materials, Tables S1 and S2). These results confirmed those of Vanluydt, Wijns, et al (2021), showing momentary associations between patterning and proportional reasoning at each time point. In sum, it seems that there is a momentary association between patterning abilities in the second grade of kindergarten and proportional reasoning abilities in each grade of lower elementary school but that children with better patterning abilities are not more likely to grow more quickly in their proportional reasoning abilities from first to third grade than children with weaker patterning abilities.…”

“…Finally, the absence of an association between early patterning and proportional reasoning abilities was surprising since Vanluydt, Wijns, et al (2021) did find such an association. However, Vanluydt, Wijns, et al (2021) used linear regression analyses to investigate the longitudinal association between patterning at a specific earlier time point (i.e., second grade of kindergarten) and proportional reasoning at a specific later time point (i.e., first grade of elementary school), while the present study used logistic regression analyses to investigate the association between patterning abilities at a specific earlier time point (i.e., second grade of kindergarten) and three different growth profiles of the development of proportional reasoning from the first grade until the third grade of elementary school. A possible explanation for the absence of this association in the present study is that patterning abilities were measured in the second grade of kindergarten, while the development of proportional reasoning was measured from the first year until the third year of elementary school (so 2 to 4 years later).…”

“…In a first study, Vanluydt, Supply, et al (2021) reported that not only general vocabulary but also some specific proportional vocabulary concepts are important for early proportional reasoning. In a second study (Vanluydt, Wijns, et al, 2021), they showed that patterning in 4- to 5-year-olds is a unique predictor of proportional reasoning ability 1.5 years later, over and above sex and numerical and general cognitive abilities.…”

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“…En concreto, este artículo aplica este enfoque en la enseñanza de patrones de repetición, dado que se ha evidenciado que el conocimiento de patrones y su estructura influye positivamente en el desarrollo temprano del pensamiento matemático (Clements y Sarama, 2015;Lüken y Kampmann, 2018;Mulligan et al, 2020;Papic et al, 2011;Rittle-Johnson et al, 2018;Tirosh et al, 2018;. Por lo tanto, la exploración de patrones puede considerarse una puerta de entrada para promocionar la generalización (Vanluydt et al, 2021), la anticipación, la conjetura, la justificación, la representación y el uso preciso del lenguaje matemático (Acosta y Alsina, 2020). Al hablar de patrones matemáticos, es necesario distinguir entre patrón como una secuencia o seriación ordenada, y entre estructura de patrón, es decir, organización o regla que subyace al patrón (Mulligan y Mitchelmore, 2009).…”

Influencia del contexto de enseñanza en la representación de patrones en educación infantil

“…En concreto, este artículo aplica este enfoque en la enseñanza de patrones de repetición, dado que se ha evidenciado que el conocimiento de patrones y su estructura influye positivamente en el desarrollo temprano del pensamiento matemático (Clements y Sarama, 2015;Lüken y Kampmann, 2018;Mulligan et al, 2020;Papic et al, 2011;Rittle-Johnson et al, 2018;Tirosh et al, 2018;. Por lo tanto, la exploración de patrones puede considerarse una puerta de entrada para promocionar la generalización (Vanluydt et al, 2021), la anticipación, la conjetura, la justificación, la representación y el uso preciso del lenguaje matemático (Acosta y Alsina, 2020). Al hablar de patrones matemáticos, es necesario distinguir entre patrón como una secuencia o seriación ordenada, y entre estructura de patrón, es decir, organización o regla que subyace al patrón (Mulligan y Mitchelmore, 2009).…”