ABSTRACT

Patterning, as a component of early mathematic knowledge, is a common activity carried out at elementary levels in which children are not equally successful. This study aimed to measure different variables affecting performance on patterning tasks in early childhood. For this purpose, the success of Pre-K (N = 33), K (N = 31) and first-grade (N = 33) children when solving 14 repeating-pattern tasks, which varied in complexity, was analysed. The results revealed no significant differences between core-2 and core-4 length patterns, and greater success with patterns involving size. The study also introduces distractors, as a novel factor, in the patterning activities related to the presence of contradictory or surplus data. The impact of each factor and the relations between complexity and difficulty on the patterning tasks are discussed in order to contribute to the design of teaching itineraries.

摘要

作为早期数学知识的一个组成部分，图案是在儿童并不同样成功的小学阶段进行的一项常见活动。本研究旨在测量影响儿童早期模式任务表现的不同变量。为此，Pre-K ( N  = 33)、K ( N  = 31) 和一年级 ( N = 33) 对解决 14 个复杂性不同的重复模式任务时的儿童进行了分析。结果显示 core-2 和 core-4 长度模式之间没有显着差异，并且在涉及尺寸的模式方面取得了更大的成功。该研究还引入了干扰因素，作为一个新因素，在与矛盾或过剩数据的存在相关的模式活动中。讨论了每个因素的影响以及复杂性和难度对图案任务的关系，以有助于教学路线的设计。