Spontaneous focus on mathematical structures: patterns and sorting
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Abstract
The study aimed to examine whether preschool children spontaneously focus on mathematical structures - patterns and classification - and whether that spontaneous focus is associated with their patterning abilities. The methodology was quantitative, descriptive, and comparative. Participants included 60 preschoolers who were evaluated at the end of the school year. The results indicated that most of them spontaneously focus on creating a mathematical structure and that there is no association between their tendency to focus on mathematical structures and their patterning abilities. No differences were observed in the spontaneous focus related to gender or socioeconomic background. It is concluded that these results allow us to point to the universal nature of the spontaneous focus on mathematical structures.
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