Relations between Complexity and Difficulty on Repeating-Pattern Tasks in Early Childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia)

Autor/inn/en	Diago, Pascual D.; Yáñez, Dionisio F.; Arnau, David
Titel	Relations between Complexity and Difficulty on Repeating-Pattern Tasks in Early Childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 2, S.311-350 (40 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diago, Pascual D.) ORCID (Yáñez, Dionisio F.) ORCID (Arnau, David)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2021.2000127
Schlagwörter	Pattern Recognition; Mathematics Skills; Preschool Children; Kindergarten; Young Children; Grade 1; Early Childhood Education; Cognitive Processes; Charter Schools; Foreign Countries; Task Analysis; Attention; Performance; Difficulty Level; Spain + Suchen Sie Ihr Suchwort? Mustererkennung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Cognitive process; Kognitiver Prozess; Charter school; Charter-Schule; Ausland; Aufgabenanalyse; Aufmerksamkeit; Achievement; Leistung; Schwierigkeitsgrad; Spanien
Abstract	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. [Spanish language review by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01