Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Rebecca Rudack, Julia Bruns
Paderborn University
⬇ Download PDFThe recognition of patterns and structures is a central component of early mathematical learning and development, yet empirically grounded insights into children’s learning trajectories in patterning remain limited. This study explores how first-grade students approach repeating patterning tasks and how their learning pathways relate to a theoretically grounded intended learning trajectory (LT). Using a qualitative study design, eye-tracking interviews were conducted before and after video-recorded support sessions. The analysis combines gaze data and verbal explanations to capture students’ patterning strategies. Results indicate a shift from unsystematic and pattern-based approaches towards a structural focus on the repeating pattern, evident in both eye movements and justifications, and consistent with the posited intended LT.
Learning TrajectoriesPattern and Structure RecognitionEye-Tracking