Tasks and patterning skills for repeating patterns in early childhood education textbooks
DOI:
https://doi.org/10.35763/aiem22.4193Keywords:
Repetition pattern, Patterning skills, Textbooks, Early childhood mathematics educationAbstract
The presence of repetition pattern tasks and patterning skills in five Spanish editorial projects for early childhood education is studied. Based on an exploratory-descriptive qualitative study, 850 tasks have been analysed, 69 of which correspond to repetition patterns. The results show: a) a relevant difference between the frequencies of tasks with repetition patterns found in the projects analysed for each age group, which leads to an unbalanced teaching-learning process conditioned to the project used; b) in relation to patterning skills, “extending”, “interpolating” and “recognizing the repetition unit”, are the most frequent skills. It is concluded that better planning of repetition pattern tasks in early childhood textbooks is necessary to promote structural development, relational understanding and generalization from an early age.
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