Preschool Teachers' Knowledge of Repeating Patterns: Focusing on Structure and the Unit of Repeat

Autor/inn/en	Tirosh, Dina; Tsamir, Pessia; Levenson, Esther S.; Barkai, Ruthi; Tabach, Michal
Titel	Preschool Teachers' Knowledge of Repeating Patterns: Focusing on Structure and the Unit of Repeat
Quelle	In: Journal of Mathematics Teacher Education, 22 (2019) 3, S.305-325 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-017-9395-x
Schlagwörter	Preschool Teachers; Teacher Characteristics; Repetition; Mathematical Concepts; Faculty Development; Knowledge Level; Pattern Recognition; Mathematics Activities + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Wiederholung; Wissensbasis; Mustererkennung
Abstract	This study investigates 27 preschool teachers' verbalization of various aspects of pattern structure as well as their knowledge of pattern structure while solving patterning activities. Aspects of structure that are investigated include the unit of repeat, its length and the amount of times it is repeated, and whether or not the pattern ends in a complete unit of repeat. Data collected in the beginning of a professional development program came from five different tasks--defining repeating patterns, comparing repeating patterns, drawing repeating patterns, extending repeating patterns, and choosing between different possible ways for extending repeating patterns when the given pattern does not necessarily end with a complete unit of repeat. Qualitative analysis was performed on the verbal tasks. Results indicated that most teachers referred in some way to the fixed structure of the unit of repeat and to the notion of repetition, but without focusing on the length of the unit of repeat and the number of times it is repeated. In addition, it seems that not all teachers are aware that a repeating pattern can end in an incomplete unit of repeat. Teacher educators can use this study to plan appropriate professional development for promoting teachers' deep understanding of repeating patterns. This study can also offer preschool teachers a way to vary two well-known patterning activities--extending patterns and comparing patterns--in order to promote an approach to patterning activities which focuses on structure. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01