Recognizing pattern rules in an early childhood classroom: The role of manipulatives

Abstract

This study explores the way that the pattern rule is developed in preschool age and the contribution of the manipulatives to this recognition. For this purpose, 23 preschoolers were tested in pre- and post-tests which were designed to examine the development of the pattern rule. From the results it appears that preschoolers recognize and generalize the rule in 7 steps and that the manipulatives help children on the one hand, in this recognition and generalization and, on the other hand, to construct their own manipulatives, which they then use in order to deal with other relevant mathematical situations.