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首页> 外文期刊>Journal of mathematics teacher education >Preschool teachers' knowledge of repeating patterns: focusing on structure and the unit of repeat
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Preschool teachers' knowledge of repeating patterns: focusing on structure and the unit of repeat

机译：学龄前教师对重复模式的了解：专注于结构和重复单位

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This study investigates 27 preschool teachers' verbalization of various aspects of pattern structure as well as their knowledge of pattern structure while solving patterning activities. Aspects of structure that are investigated include the unit of repeat, its length and the amount of times it is repeated, and whether or not the pattern ends in a complete unit of repeat. Data collected in the beginning of a professional development program came from five different tasks-defining repeating patterns, comparing repeating patterns, drawing repeating patterns, extending repeating patterns, and choosing between different possible ways for extending repeating patterns when the given pattern does not necessarily end with a complete unit of repeat. Qualitative analysis was performed on the verbal tasks. Results indicated that most teachers referred in some way to the fixed structure of the unit of repeat and to the notion of repetition, but without focusing on the length of the unit of repeat and the number of times it is repeated. In addition, it seems that not all teachers are aware that a repeating pattern can end in an incomplete unit of repeat. Teacher educators can use this study to plan appropriate professional development for promoting teachers' deep understanding of repeating patterns. This study can also offer preschool teachers a way to vary two well-known patterning activities-extending patterns and comparing patterns-in order to promote an approach to patterning activities which focuses on structure.
机译：本研究调查了27个学龄前教师的模式结构方面的语言，以及他们在解决图案化活动时的模式结构知识。研究的结构的各个方面包括重复的单位，其长度和重复的次数，以及图案是否以完整的重复单元结束。在专业开发计划开始时收集的数据来自五种不同的任务 - 定义重复模式，比较重复模式，绘制重复模式，扩展重复模式，并在给定模式不一定结束时延伸重复模式之间的不同可能的方式。完整的重复单位。对语言任务进行了定性分析。结果表明，大多数教师以某种方式提到了重复单位的固定结构和重复的概念，但不关注重复单位的长度和重复的次数。此外，似乎并非所有教师都知道重复模式可以以不完全的重复单位结束。教师教育工作者可以使用这项研究来规划适当的专业发展，以促进教师对重复模式的深刻理解。本研究还可以提供学龄前教师的一种方式来改变两个着名的图案化活动 - 扩展模式和比较模式 - 以促进专注于结构的图案化活动的方法。

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