Repeating Pattern Competencies in Three- to Five-Year Old Kindergartners: A Closer Look at Strategies

Lüken, Miriam

doi:10.1007/978-3-319-73432-3_3

Cited by 24 publications

(21 citation statements)

References 11 publications

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“…It consisted of three types of patterning activities: extending, translating, and identifying. These activities are commonly used in patterning research and cover various patterning abilities (Lüken, 2016;Rittle-Johnson et al, 2013;Sarama & Clements, 2009). Each activity had 6 patterns, leading to 18 items.…”

Section: Patterning Abilitymentioning

confidence: 99%

Are preschoolers who spontaneously create patterns better in mathematics?

Wijns

Smedt

Verschaffel

et al. 2019

Brit J of Edu Psychol

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Background: Early patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns. Aims:The present study aimed to explore four-to five-year olds' Spontaneous Focusing On Patterns (SFOP) and its association with their patterning and mathematical ability. Sample: Participants were 378 children (Mage = 4y10m; 191 boys) from 17 preschools.Methods: SFOP was measured with a construction task in which children had to build a tower with 15 blocks of three different colours. The constructions of the children were grouped into three categories (i.e., pattern, random, and sorting). We additionally SPONTANEOUS CREATION OF PATTERNS 2 administered tasks assessing their patterning ability, mathematical ability, spatial ability, and visuospatial working memory.Results: When building a tower, 37% of the preschoolers spontaneously created a pattern, 49% made a random construction, and 14% sorted the blocks per colour. Preschoolers who spontaneously created a pattern had better patterning and mathematical ability than children in the random group. Group differences in patterning ability and spatial skills accounted for the difference in mathematical ability. Conclusions:The current data suggest that children's spontaneous attention to patterns is an important component of their mathematical ability. Children's spontaneous pattern constructions may provide opportunities to discuss and practice patterns in preschool settings or at home, but more research is required to further analyse the role of SFOP in early mathematical development.

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Section: Patterning Abilitymentioning

confidence: 99%

Are preschoolers who spontaneously create patterns better in mathematics?

Wijns

Smedt

Verschaffel

et al. 2019

Brit J of Edu Psychol

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“…Diversos autores señalan que la realización de actividades con patrones matemáticos a temprana edad es factible y adecuada, ya que se ha observado que varios niños crean espontáneamente patrones matemáticos durante el juego libre (Piccolo y Test, 2010;Seo y Ginsburg, 2004). Estudios previos han documentado que los niños progresan en sus habilidades para trabajar patrones matemáticos desde el nivel prescolar hasta el jardín infantil (Clements y Sarama, 2014;Lüken, 2018;Rittle-Johnson, Fyfe, Loehr, y Miller, 2015; Rittle-Johnson B. , Fyfe, McLean, y McEldoon, 2013). Dichas habilidades van desde la capacidad de interpolar, copiar y extender patrones de repetición simples (es decir, patrones AB) a los cuatro años, pasando por la capacidad de extender patrones de repetición un poco más complejos (por ejemplo, ABB o ABC) a los cinco años, hasta la capacidad de identificar la unidad más pequeña de un patrón (por ejemplo, en un patrón ABBABBABB, el niño identifica la unidad central del patrón como ABB) a la edad de seis años (Clements y Sarama, 2014).…”

Section: Patrones Matemáticosunclassified

“…En dicha destreza, se pone de manifiesto en primer lugar, que el niño sea capaz de continuar y copiar un patrón dado y, en segundo lugar, que trabaje con patrones simples. Hay que resaltar que el currículo nacional incluye patrones matemáticos simples para trabajar con niños de cuatro años, siendo estos los primeros patrones con los que interactúan los niños pequeños (Rittle-Johnson et al, 2015), sin embargo, varios estudios (véase, Lüken, 2018;Rittle-Johnson, et al, 2015;Clements y Sarama, 2014) han reportado que los niños de cuatro años de edad están en capacidad de aprender patrones matemáticos un tanto más complejos. Por ejemplo, en un estudio realizado en una muestra de jardines de infantes en Alemania, Lüken (2018) encontró que los niños de cuatro años eran capaces no solo de copiar patrones sino también de interpolar y extender tanto patrones simples del tipo AB como patrones un poco más complejos del tipo ABC y AAB.…”

Section: ¿Qué Enseñar?unclassified

Patrones matemáticos en los niveles de Inicial y Preparatoria: Análisis del currículo

Bojorque

Gonzales

2021

IRJ

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El objetivo del presente estudio fue analizar el currículo ecuatoriano para subnivel Inicial II y Preparatoria, con un enfoque en patrones matemáticos, a la luz de la literatura internacional. La metodología empleada fue un análisis documental de dichos currículos enfocado en tres componentes, a decir, qué, cuándo y cómo enseñar. Los resultados del estudio demuestran que los currículos ecuatorianos para los niveles analizados incluyen, en general, patrones matemáticos simples de repetición, dejando menos evidente la presencia de patrones más complejos como son los patrones de crecimiento. Se encontró además que en los currículos no se incluye una secuencia clara a seguir para el trabajo con patrones, y que, si bien las recomendaciones metodológicas contempladas en los documentos curriculares sugieren diversas tareas para trabajar patrones, no se incluye la tarea de identificación de la unidad del patrón, la cual es fundamental para el desarrollo del pensamiento matemático del niño. De manera general, se concluye que, estos hallazgos apuntan a la necesidad de revisar el currículo nacional con miras a mejorar las competencias, en patrones en particular y en matemáticas en general, de los niños ecuatorianos desde los primeros años de escolaridad.

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“…Previous studies have documented that young children have a range of repeating patterning abilities that develop systematically from preschool to kindergarten (Lüken 2018;Rittle-Johnson et al 2013Sarama and Clements 2009). In their learning trajectories approach, Sarama and Clements (2009) provide a description on how young children progress in their abilities to solve repeating patterning tasks.…”

Section: Development Of Repeating Patterning Abilitiesmentioning

confidence: 99%

Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities

et al. 2020

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Young children's early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young children's repeating patterning abilities have been conducted exclusively in developed countries differing in economic, societal, and educational characteristics from developing countries. In this study, we analyzed the performance and the errors of 4-to 5-year-olds on three repeating patterning tasks, and we investigated the association between children's repeating patterning abilities and their early mathematical abilities in a developing country, Ecuador. A total of 60 preschoolers and 56 kindergartners completed a repeating patterning test and an early mathematics test at the end of the school year. Results first indicated rather low repeating patterning performances of both preschoolers and kindergartens, with large inter-individual differences in these performances. Kindergartners had significantly better patterning abilities than preschoolers. Second, error analyses indicated that children made different types of errors when solving the patterning tasks. The majority of errors were pattern-related errors, with preschoolers making more errors that were not pattern related than kindergarteners. Third, children's patterning abilities were positively associated with early mathematical abilities in both grades. These results complement current theoretical models of young children's mathematical development and inform educational policy and practices in this domain for developing countries.

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Repeating Pattern Competencies in Three- to Five-Year Old Kindergartners: A Closer Look at Strategies

Cited by 24 publications

References 11 publications

Are preschoolers who spontaneously create patterns better in mathematics?

Are preschoolers who spontaneously create patterns better in mathematics?

Patrones matemáticos en los niveles de Inicial y Preparatoria: Análisis del currículo

Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities

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