Research Article

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

Ioannis Rizos 1 * , Nikolaos Gkrekas 1
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1 Department of Mathematics, University of Thessaly, Lamia, GREECE* Corresponding Author
Contemporary Mathematics and Science Education, 5(2), 2024, ep24010, https://doi.org/10.30935/conmaths/14689
Published Online: 11 June 2024, Published: 01 July 2024
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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

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