Research Article

Pattern recognition among primary school students: The relationship with mathematical problem-solving

Ioannis Rizos 1 * , Nikolaos Gkrekas 1
More Detail
1 Department of Mathematics, University of Thessaly, Lamia, GREECE* Corresponding Author
Contemporary Mathematics and Science Education, 5(2), July 2024, ep24010, https://doi.org/10.30935/conmaths/14689
Submitted: 23 March 2024, Published Online: 11 June 2024, Published: 01 July 2024
OPEN ACCESS   1467 Views   856 Downloads
Download Full Text (PDF)

ABSTRACT

This paper explores the relationship between primary school students’ pattern recognition and mathematical problem-solving. A mixed-method research approach combining worksheets and interviews is used to identify patterns in students’ responses, with a focus on spatial, repeating, and growing patterns. The results of preliminary experiments with four Greek students aged eight to 11 years old, suggest a preference for geometric concepts and real-world examples. The findings could contribute to the discussions on customized pedagogical strategies in mathematics education, highlighting the importance of individualized approaches for optimal learning outcomes. The study advocates for the inclusion of visual and applied elements to cultivate critical thinking and problem-solving skills in early education.
Keywords: pattern recognition, pedagogical strategies, curricular design, problem-solving, critical thinking

CITATION (APA)

Rizos, I., & Gkrekas, N. (2024). Pattern recognition among primary school students: The relationship with mathematical problem-solving. Contemporary Mathematics and Science Education, 5(2), ep24010. https://doi.org/10.30935/conmaths/14689

REFERENCES

  1. Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing critical thinking skills from dispositions to abilities: Mathematics education from early childhood to high school. Creative Education, 6(4), 455-462. https://doi.org/10.4236/ce.2015.64045
  2. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
  3. Cohn, D., Atlas, L., & Ladner, R. (1994). Improving generalization with active learning. Machine Learning, 15, 201-221. https://doi.org/10.1007/BF00993277
  4. Cornoldi, C., Carretti, B., Drusi, S., & Tencati, C. (2015). Improving problem-solving in primary school students: The effect of a training programme focusing on metacognition and working memory. British Journal of Educational Psychology, 85(3), 424-439. https://doi.org/10.1111/bjep.12083
  5. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. SAGE.
  6. Cybulski, J. L., Keller, S., Nguyen, L., & Saundage, D. (2015). Creative problem-solving in digital space using visual analytics. Computers in Human Behavior, 42, 20-35. https://doi.org/10.1016/j.chb.2013.10.061
  7. Firdaus, F., Kailani, I., Bakar, M. N. B., & Bakry, B. (2015). Developing critical thinking skills of students in mathematics learning. Journal of Education and Learning, 9(3), 226-236. https://doi.org/10.11591/edulearn.v9i3.1830
  8. Hasanah, S. I., Tafrilyanto, C. F., & Aini, Y. (2019). Mathematical reasoning: The characteristics of students’ mathematical abilities in problem-solving. IOP Conference Series: Journal of Physics, 1188, 012057. https://doi.org/10.1088/1742-6596/1188/1/012057
  9. Hong, F. T. (2013). The role of pattern recognition in creative problem-solving: A case study in search of new mathematics for biology. Progress in Biophysics and Molecular Biology, 113(1), 181-215. https://doi.org/10.1016/j.pbiomolbio.2013.03.017
  10. Hwang, Y., & Oh, J. (2021). The relationship between self-directed learning and problem-solving ability: The mediating role of academic self-efficacy and self-regulated learning among nursing students. International Journal of Environmental Research and Public Health, 18(4), 1738. https://doi.org/10.3390/ijerph18041738
  11. Jablonka, E. (2020). Critical thinking in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 159-163). Springer. https://doi.org/10.1007/978-3-030-15789-0_35
  12. Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics, 96, 1-16. https://doi.org/10.1007/s10649-017-9761-8
  13. Kellman, P. J., Massey, C. M., & Son, J. Y. (2010). Perceptual learning modules in mathematics: Enhancing students’ pattern recognition, structure extraction, and fluency. Topics in Cognitive Science, 2(2), 285-305. https://doi.org/10.1111/j.1756-8765.2009.01053.x
  14. Kozikoglu, I. (2019). Investigating critical thinking in prospective teachers: Metacognitive skills, problem-solving skills and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
  15. Ling, M. K. D., & Loh, S. C. (2023). Relationships between cognitive pattern recognition and specific mathematical domains in mathematics education. International Journal of Mathematical Education in Science and Technology, 54(2), 159-179. https://doi.org/10.1080/0020739X.2021.1949059
  16. Lithner, J. (2000). Mathematical reasoning in task solving. Educational Studies in Mathematics, 41(2), 165-190. https://doi.org/10.1023/A:1003956417456
  17. Lüken, M. M., & Kampmann, R. (2018). The influence of fostering children’s patterning abilities on their arithmetic skills in grade 1. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Εds.), Contemporary research and perspectives on early childhood mathematics education (pp. 55-66). Springer. https://doi.org/10.1007/978-3-319-73432-3_4
  18. Mason, J. (2014). Uniqueness of patterns generated by repetition. The Mathematical Gazette, 98(541), 1-7. https://doi.org/10.1017/S0025557200000619
  19. Mertler, C. (2012). Action research: Improving schools and empowering educators. SAGE.
  20. Miller, J. (2019). STEM education in the primary years to support mathematical thinking: Using coding to identify mathematical structures and patterns. ZDM Mathematics Education, 51, 915-927. https://doi.org/10.1007/s11858-019-01096-y
  21. Monteiro, S., Sherbino, J., Sibbald, M., & Norman, G. (2020). Critical thinking, biases and dual processing: The enduring myth of generalisable skills. Medical Education, 54(1), 66-73. https://doi.org/10.1111/medu.13872
  22. Mousoulides, N., & Sriraman, B. (2020). Heuristics in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 331-333). Springer. https://doi.org/10.1007/978-3-030-15789-0_172
  23. NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
  24. Ozturk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, mathematics self-efficacy perception, and mathematics attitude as correlates of students’ non-routine mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042-1058. https://doi.org/10.1080/0020739X.2019.1648893
  25. Peter, E. E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem-solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39-43. https://doi.org/10.5897/AJMCSR11.161
  26. Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton University Press. https://doi.org/10.1515/9781400828678
  27. Radulović, L., & Stančić, M. (2017). What is needed to develop critical thinking in schools? Center for Educational Policy Studies Journal, 7(3), 9-25. https://doi.org/10.26529/cepsj.283
  28. Rittle-Johnson, B., Zippert, E. L., & Boice, K. L. (2019). The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly, 46, 166-178. https://doi.org/10.1016/j.ecresq.2018.03.006
  29. Rizos, I., & Adam, M. (2022). Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers. International Electronic Journal of Mathematics Education, 17(3), em0686. https://doi.org/10.29333/iejme/11977
  30. Rizos, I., & Foykas, E. (2023). How can we help a student with Asperger syndrome to avoid the illusion of linearity? Contemporary Mathematics and Science Education, 4(2), ep23021. https://doi.org/10.30935/conmaths/13404
  31. Rizos, I., & Gkrekas, N. (2023a). Incorporating history of mathematics in open-ended problem-solving: An empirical study. EURASIA Journal of Mathematics, Science and Technology Education, 19(3), em2242. https://doi.org/10.29333/ejmste/13025
  32. Rizos, I., & Gkrekas, N. (2023b). Is there room for conjectures in Mathematics? The role of dynamic geometry environments. European Journal of Science and Mathematics Education, 11(4), 589-598. https://doi.org/10.30935/scimath/13204
  33. Sachdeva, S., & Eggen, P. O. (2021). Learners’ critical thinking about learning mathematics. International Electronic Journal of Mathematics Education, 16(3), em0644. https://doi.org/10.29333/iejme/11003
  34. Skoumpourdi, C., Kafoussi, S., & Tatsis, K. (2009). Designing probabilistic tasks for kindergartners. Journal of Early Childhood Research, 7(2), 153-172. https://doi.org/10.1177/1476718X09102649
  35. Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem-solving skills. The Journal of Research in Business Education, 50(2), 90.
  36. Sukirwan, Darhim, D., & Herman, T. (2018). Analysis of students’ mathematical reasoning. Journal of Physics: Conference Series, 948, 012036. https://doi.org/10.1088/1742-6596/948/1/012036
  37. Tambunan, H. (2019). The effectiveness of the problem-solving strategy and the scientific approach to students’ mathematical capabilities in high order thinking skills. International Electronic Journal of Mathematics Education, 14(2), 293-302. https://doi.org/10.29333/iejme/5715
  38. Tashakkori, A., & Teddlie, C. (2010). SAGE handbook of mixed methods in social & behavioral research. SAGE. https://doi.org/10.4135/9781506335193
  39. Van Der Waerden, B. L. (1975). Science awakening I. Kluwer Academic Publishers. https://doi.org/10.1007/978-94-009-1379-0