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Relations between complexity and difficulty on repeating-pattern tasks in early childhood

  • Pascual D. Diago [1] ; Dionisio F. Yáñez [1] ; David Arnau [1]
    1. [1] Universitat de València

      Universitat de València

      Valencia, España

  • Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 45, Nº 2, 2022, págs. 311-350
  • Idioma: inglés
  • Títulos paralelos:
    • Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia
  • Enlaces
  • Resumen
    • español

      La identificación de patrones de repetición, como componente del conocimiento matemático temprano, es una actividad habitual en los primeros niveles escolares en la cual no todos los estudiantes tienen el mismo éxito. Este estudio tiene como objetivo medir diferentes variables que afectan el desempeño en tareas de reconocimiento de patrones en niveles educativos elementales. Para ello, se analiza el éxito en estudiantes de cuatro años (N = 33), cinco años (N = 31) y seis años (N = 33) en la resolución de 14 tareas con patrones repetitivos, que varían en complejidad. Los resultados revelan diferencias no significativas entre las tareas de identificación de patrones de longitud core-2 y core-4; y un mayor éxito en aquellas tareas de reconocimiento de patrones repetitivos que involucran el tamaño. Este estudio también introduce distractores, como elemento innovador, en las actividades de identificación de patrones presentando información contradictoria o superflua. Se discuten las relaciones entre complejidad y dificultad en las tareas con patrones reiterativos y el impacto de cada uno de los factores implicados, con el fin de contribuir al diseño de itinerarios para su enseñanza.

    • English

      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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