Observations of Structure Within Shape Patterns

Twohill, Aisling

doi:10.1007/978-3-319-68351-5_9

Cited by 4 publications

(1 citation statement)

References 18 publications

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“…Precisamente, Tirosh et al (2017) detectaron que el profesorado de infantil no apuesta por el diseño de tareas que se centren en la estructura de los patrones. Bajo esta mirada, de acuerdo con Twohill (2018), es alarmante pensar que para muchos escolares las habilidades que acompañan el pensamiento algebraico involucionen, en lugar de nutrirse y potenciarse mediante prácticas de aula focalizadas en su desarrollo.…”

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Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición

Acosta,

Alsina

2024

PNA

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Se desarrolla una Investigación Basada en el Diseño con 24 niños de 4 años para diseñar y validar un itinerario de enseñanza de patrones de repetición y evaluar su efecto a partir del análisis de los modos de pensamiento algebraico (recursivo, relacional y funcional) que movilizan 8 escolares con un Índice de Competencia Matemática (ICM) medio en los contextos más concretos del itinerario. Los resultados muestran: a) una diferencia del 22% de éxito entre contextos concretos y abstractos; b) una mayor presencia de pensamiento recursivo que funcional. Se concluye que la enseñanza de patrones de repetición debe garantizar la transición del pensamiento recursivo al relacional y funcional.

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Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición

Acosta,

Alsina

2024

PNA

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The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise

Hunter

Miller

2022

ZDM Mathematics Education

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A key aspect of young children’s development of algebraic reasoning is the process of visualising and identifying structures to both abstract and generalise. There has been a growing body of research focused on how students form generalisations, this article adds to the existing body of research by examining how young culturally diverse students identify mathematical structures in contextual growing patterns and the teaching and learning actions that assist them to generalise. Data were collected from one classroom of 29 Year Two (6 years old) students in a low socio-economic school in New Zealand. Results from the analysis of lessons related to two tasks showed that the contextual tasks led students to notice different mathematical structures. Specific pedagogical actions were used to facilitate students’ engagement with the growing patterns. These included positioning students to engage with different representations (pictorial and numerical, tabular, and natural language) to represent thinking, the use of classroom discussions, noticing and responding to student thinking, and pressing students to find far terms. The findings highlight that both the contextual patterning tasks and teacher actions supported the young students to develop a range of sophisticated generalisations related to the underlying mathematical structure and functional relationships of the growing patterns.

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The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions

Kieran

2022

ZDM Mathematics Education

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Observations of Structure Within Shape Patterns

Cited by 4 publications

References 18 publications

Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición

Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición

The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise

The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions

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