Influence of the teaching context on pattern representation in early childhood education

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Published: Jul 1, 2022
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2022-07-01 (1)
DOI: https://doi.org/10.17163/alt.v17n2.2022.01
Keywords:
Patrones de repetición, representación en matemáticas, situaciones reales, recursos gráficos, educación infantil

Main Article Content

Yeni Acosta-Inchaustegui
Universidad de Girona
https://orcid.org/0000-0001-9873-2127
Ángel Alsina
https://orcid.org/0000-0001-8506-1838

Abstract

According to the Mathematics Teaching Itineraries Approach (EIEM), which proposes intentionalteaching sequences from the concrete to the symbolic, we analyse how the teaching context influencesthe repetition pattern tasks in a group of 24 children during two consecutive school years (4-6 years old).For this purpose, repetition pattern tasks have been implemented in the two extreme contexts of a previouslydesigned and validated itinerary: real situations and graphic contexts, respectively. The data have beenanalysed from ethnographic methodological schemesof participant observation (field diary); pedagogical documentation (audiovisual record); and written productions of the patterns (representations). The mainresults obtained show that: a) in pupils aged 4-5 years, a positive difference of 32.9% of real situations versusgraphic resources has been identified; b) in pupils aged 5-6 years, although the difference between the twocontexts decreases slightly, it continues to be above 30%. It is concluded that the teaching context influences the understanding of repetition patterns, so that it isnecessary to teach patterns from the situational to the formal level.

Article Details

Issue
Vol. 17 No. 2 (2022): (July-December 2022): Teaching and learning mathematics: different approaches and educational levels
Section
Central Theme
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Author Biography

Ángel Alsina

Catedrático de Didáctica de las Matemáticas en la Universidad de Girona

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