Generalising the pattern rule for visual growth patterns: Actions that support 8 year olds’ thinking

By E. Warren, Tom J. Cooper. 2008

171 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/57ea14adf6bb2cb0b41b380f6a1ca3f424cf65b4

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In Education

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Reconceptualizing early mathematics learning (2013, background): “Algebraic thinking is thought to develop from the ability to see and represent patterns and relationships such as equivalence and functional thinking from the early childhood years (Papic, Mulligan, & Mitchelmore, 2009; Warren & Cooper, 2008).”
Grade 2 Students’ Non-Symbolic Algebraic Thinking (2011, background): “Brizuela and Schliemann 2004; Moss and Beatty 2006; Becker and Rivera 2006a, 2006b; Warren 2006; Warren and Cooper 2008 ), the idea of introducing algebra in the early years remains clouded by the lack of clear distinctions between what is arithmetic and what is algebraic.”
Years 2 to 6 Students’ Ability to Generalise: Models, Representations and Theory for Teaching and Learning (2011, background): “Finally, it draws conclusions and implications, and relates findings to an EATP theory with regard to a teaching/learning trajectory designed to support the development of the ability to generalise ( Warren and Cooper 2008 ).”
Embodiment, perception and symbols in the development of early algebraic thinking (2011, background): “It has been found that, with suitable instructional support, young students can understand some aspects of pattern generalization—e.g., to describe the terms of a sequence according to the position they occupy therein (e.g., Becker & Rivera, 2008; Moss & Beatty, 2006; Warren & Cooper, 2008).”
Developing students’ functional thinking in algebra through different visualisations of a growing pattern’s structure (2016, background): “Warren and Cooper (2008) used concrete materials to create growing patterns and found that they supported students’ understanding of patterns and sequences.”
Visual templates in pattern generalization activity (2010, background): “On the basis of recent findings at the K-9 and preservice elementary undergraduate levels involving generalization in patterning activity, we still need further research in terms of how such coordination could take place more effectively in a systematic manner (Mulligan & Mitchelmore, 2009; Warren ”