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)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2022-01-17 DOI:10.1080/02103702.2021.2000127
P. D. Diago, D. F. Yáñez, David Arnau
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Abstract

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.
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儿童早期重复模式任务的复杂性和难度之间的关系(儿童早期重复模式任务的复杂性和难度之间的关系)
模式,作为早期数学知识的一个组成部分,是在小学阶段进行的一项常见活动,孩子们并不同样成功。本研究旨在测量影响幼儿模式任务表现的不同变量。为此,我们分析了学龄前儿童(N = 33)、学龄前儿童(N = 31)和一年级儿童(N = 33)在解决14项复杂程度不同的重复模式任务时的成功情况。结果显示,core-2和core-4长度模式之间没有显著差异,而涉及大小的模式更成功。本研究还引入了干扰因素,作为一个新的因素,在与存在矛盾或过剩数据相关的模式活动中。探讨了各因素对图案任务的影响以及复杂程度和困难程度之间的关系,以期对教学日程的设计有所帮助。
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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