Algebra in Preschool: Emerging Understanding of Patterns in Four-Year-Olds

• In Event: Elementary Preparation for Learning Algebra Concepts

Abstract

Preschoolers spontaneously engage in a form of early algebraic thinking—patterning. In the current study, we assessed four-year-old children’s knowledge of repeating patterns (N = 65). Children could duplicate and extend patterns, and some showed a deeper understanding of patterns by being able to abstract patterns (i.e., create the same kind of pattern using new materials). A small proportion of the children had explicit knowledge of pattern units. Additionally, children were able to give reasonable explanations of correct solutions during a brief feedback session. Overall, findings indicate that young children are developing an understanding of patterns, a key component of algebraic knowledge, before school entry.

Authors

• Bethany Rittle-Johnson, Vanderbilt University

• Emily Ruth Fyfe, Vanderbilt University

• Laura McLean, Vanderbilt University

• Katherine L. McEldoon, Vanderbilt University