Low and high achieving children’s competences regarding pattern and structure at the beginning of formal schooling are comparatively analyzed in order to evaluate the range of school starters’ early structure sense. The results suggest overall high pre-instructional competences which, however, differ strongly between the mathematical high and low achievers. Cognitive milestones for the development of a sound early structure sense are named

Lüken, Miriam M.

English

I analyse low and high achieving children’s competences regarding  pattern and structure at the beginning of formal schooling  comparatively. The aim is to evaluate the range of school starters’  early structure sense. The results suggest overall high  pre-instructional competences which, however, differ strongly between  the mathematical high and low achievers. I name cognitive milestones for  the development of a sound early structure sense.Sentido estructural temprano de estudiantes al inicio de su escolarizaciónAnalizo  comparativamente las competencias relacionadas con patrones y estructura  al comienzo de la escolaridad formal en escolares con bajo y alto  rendimiento académico. El objetivo es evaluar la gama de sentido  estructural de niños que se inician en la escuela. Los resultados  sugieren en general altas competencias pre-instruccionales las cuales,  no obstante, difieren considerablemente entre los escolares de bajo y  alto rendimiento académico. Identifico hitos cognitivos para el  desarrollo de un sentido estructural sólido.Handle: http://hdl.handle.net/10481/2153

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School starters’ early structure sense

Sentido estructural temprano de estudiantes al inicio de su escolarización
Analizo comparativamente las competencias relacionadas con patrones
y estructura al comienzo de la escolaridad formal en escolares con bajo
y alto rendimiento académico. El objetivo es evaluar la gama de sentido
estructural de niños que se inician en la escuela. Los resultados sugieren
en general altas competencias pre-instruccionales las cuales, no obstante,
difieren considerablemente entre los escolares de bajo y alto rendimiento
académico. Identifico hitos cognitivos para el desarrollo de un
sentido estructural sólido.I analyse low and high achieving children�s competences regarding pattern
and structure at the beginning of formal schooling comparatively.
The aim is to evaluate the range of school starters� early structure sense.
The results suggest overall high pre-instructional competences which,
however, differ strongly between the mathematical high and low achievers.
I name cognitive milestones for the development of a sound early
structure sense

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School Starters Early Structure Sense

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Awareness of pattern and structure in early mathematical development.

Das erkennen von mustern und strukturen im mathematischen anfangsunterricht. Theoretische grundlegung und empirische forschung zur mustererkennungs- und strukturierungsfähigkeit von schulanfängern (Unpublished dissertation). Leibniz Universität,

Improving early numeracy through a pattern and structure mathematics awareness program (PASMAP). In

Qualitative forschung. theorie, methoden, anwendungen in psychologie und sozialwissenschaften. Reinbek bei Hamburg, Germany: Rowohlt Taschenbuch Verlag.

Repeating patterns in the early primary years.

The eye as a theoretician: Seeing structures in generalizing activities.

The relation between early structure sense and mathematical development in primary School. In

The Utrecht Early Numeracy Test.

This document was originally published as

What comes next? The mathematics of pattern in kindergarten.

Young children’s spatial structuring ability and emerging number sense. Utrecht, The Netherlands: All Print.

https://revistaseug.ugr.es/index.php/pna/article/download/6133/5451

School starters’ early structure sense

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