An Empirical Study to Investigate the Relative Difficulty of Repeating Pattern Structures for Preschoolers

• In Event: Researching Mathematics Learning in Early Childhood

Abstract

Patterning is getting more attention in early childhood education. Recent studies showed that young children are able to gain knowledge about patterning. However, there are few empirical studies presented which structures of the patterns preschoolers can understand. Therefore, this study aimed to explore the relative difficulty of three types of repeating pattern (AAB, ABCC, and ABCD) for the extension, translation, and core-identification tasks. Data were collected from 15 children trained about patterning instruction based on a patterning hypothetical learning trajectory. A pretest-treatment-posttest, single-group study was conducted. A repeated-measures one-way ANOVA revealed that children can improve their patterning skills even with the complex and unpracticed patterns over time. However, ABCD pattern structure was significantly more difficult than AAB regarding translation skills.

Authors

• Nursel Yilmaz, Osmaniye Korkut Ata University

• Arthur J. Baroody, University of Denver and the University of Illinois at Urbana-Champaign

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver