Relations between complexity and difficulty on repeating-pattern tasks in early childhood
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Universitat de València
info
ISSN: 0210-3702, 1578-4126
Datum der Publikation: 2022
Ausgabe: 45
Nummer: 2
Seiten: 311-350
Art: Artikel
Andere Publikationen in: Journal for the Study of Education and Development, Infancia y Aprendizaje
Zusammenfassung
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.
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