International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Teaching Patterns in a Reformed Curriculum. a Case Study

Christos Souralis, Chrissavgi Triantafillou, Konstantinos Stouraitis

National and Kapodestrian University of Athens

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1387–1394ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study explores how an experienced practicing teacher, in a reform curriculum context, interpreted and responded to the expected learning outcomes regarding the use of a realistic context for pattern generalization. The data came from two professional development meetings and was analyzed according to the curriculum noticing framework. The results highlight the importance of generalization in teaching patterns, supported by visualization and manipulatives. The realistic context was not emphasized.

Keywords

curricular noticingpatternsprofessional development

Recommended citation

Souralis, C., Triantafillou, C., & Stouraitis, K. (2026). Teaching Patterns in a Reformed Curriculum. a Case Study. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1387–1394). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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