How do children find patterns in reiteration? Procedural knowledge and conceptual knowledge in identifying repeating patterns

Chao-Jung Wu, Chien Hui Hsu

研究成果: 雜誌貢獻文章

1 引文 斯高帕斯(Scopus)

摘要

Children who explore repeating patterns are able to grasp the regularity in the world and develop algebraic thinking. The authors studied five- to eight-year-old children to investigate how procedural knowledge and conceptual knowledge are used in identifying repeating patterns. Procedural knowledge comprises setting boundaries, encoding, comparing, and loop of reiteration or revision, and conceptual knowledge includes the principles of restricted and equal-length, among others. The procedural and conceptual knowledge of repeating patterns could be interpreted by a "procept". The eight-year-old children could integrate the procedural and conceptual knowledge to find the patterns, but they had accessibility deficiency and adopted the heuristics only occasionally. The five- and six-year-old children showed evidence of two principles, but some could not integrate the procedural knowledge. Results were applied to the Working Memory Model (Baddeley, 2001) and the ACT* Model (Anderson, 1983).

原文英語
頁(從 - 到)1-25
頁數25
期刊Journal of Research in Education Sciences
55
發行號1
出版狀態已發佈 - 2010 一月 1

ASJC Scopus subject areas

  • Education

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