Kesediaan Kanak-kanak Prasekolah Mengecam Pola Matematik (Preschoolers’ Readiness in Recognizing Mathematical Patterns)

Authors

  • SHARIFAH NORUL AKMAR SYED ZAMRI Jabatan Pendidikan Matematik dan Sains fakulti Pendidikan universiti Malaya 50603 Kuala lumpur
  • NOR ADLINA MOHD FADHIL fakulti Pendidikan universiti Malaya 50603 Kuala lumpur

Keywords:

Mathematical patterning, Recognizing patterns, Early mathematics, Preschoolers

Abstract

The aim of this research is to explore 6 year old preschoolers’ readiness in recognizing pattern in five different dimensions and rules. The research instrument was adapted from previous research. A total of 156 preschoolers were involved in this research. The data were analyzed descriptively. The results indicate that on the average the children were at low level of readiness in recognizing the pattern in different dimensions and rules. The results also showed that majority of the children could recognize colors dimension in patterning (31.15%) more than other dimensions. It was found that children could hardly recognize number dimension patterns (25.89%). The results also indicate that children could easily recognize type 1 pattern, namely simple alternating following the rules of ABBABB(38.97%). However increase alternating following the rules of ABABBABBBwhich are type 4 pattern was hardly recognized by the children (20.38%). These findings will help early childhood teachers in diversifying patterning instruction and content of knowledge beginning from the easiest dimensions and rules until the most complex patterns.

References

Clements, d.h. & Sarama, J. 2007. Building Blocks.(Computer

Software) Colombus, ohSRa, Mc. graw hill.

economopolous, K. 1998. What comes next? The mathematics of

patterning in kindergarten, Teaching Children Mathematics

: 230-233

Gadzichowski, K.M. 2012. Patterning abilities of first grade

children: effects of dimension and type. Creative Education

(5): 632-635.

hendricks, C., Trueblood, l. & Pasnak, R. 2006. effects of

teaching patterning to 1

st

graders. Journal of Research

in Childhood Education 21(1): 79-89. (eRiC document

Reproduction Service No eJ751970).

Jackman, h.l. 2005. Early Education Curriculum: A Child’s

Connection to the World. (3

rd

ed). New york: Thomas

delmar learning.

Kementerian Pelajaran Malaysia. 2010. Dokumen standard

kurikulum (Prasekolah). Kuala lumpur: Bahagian

Pembangunan Kurikulum.

Mulligan, J. & Mitchelmore, M. 2009. awareness of pattern and

structure in early mathematical development. Mathematics

Education Research Journal21(2): 3.

National Council of Teachers of Mathematics (NCTM). 2000.

Principles and Standards for School Mathematics. Reston,

Va: PuBliSheR?????

Norhaizian Seman & Sharifah Norul akmar Syed Zamri. 2011.

Numeracy Level of Pre School. Proceedings of international

Conference on future education in global Challenges,19

th

april 2011, Surabaya indonesia pp.310-322

Papic, M. 2007. Promoting repeating patterns with young

children: More than just alternating colors. Australian

Primary Mathematics Classroom12: 8-13. (eRiC document

Reproduction Service No eJ793981).

Papic, M. & Mulligan, J.T. 2007. The growth of early mathematical

patterning: an intervention study. in Mathematics: Essential

Research, Essential Practice, edited by Watson, J. &

Beswick, K. (Proceedings of the 30th annual conference of

the Mathematics education Research group of australasia,

hobart, Vol. 2, pp. 591-600). adelaide: MeRga.

Sharifah Norul akmar Syed Zamri & Juliana hj Md yusop. 2011.

Competency Level Of TABIKA KEMAS Children in Early

Math.Proceedings of international Conference on future

education in global Challenges, 19

th april 2011, Surabaya

indonesia.

Threlfall, J. 1999. Repeating patterns in the early primary years.

in Patterns in the Teaching and Learning of Mathematics,

edited by orton, a. london: Cassell.

Waters, J. 2004. a study of mathematical patterning in early

childhood settings. in Mathematics Education for the 3rd

Millennium: Towards 2010, edited by Putt, i., faragher, R. &

Mclean, M. Proceedings of the 27th annual Conference of

the Mathematics education Research group of australasia.

Sydney: MeRga.

Downloads

Issue

JPM, Vol. 39, No. 1 (May 2014)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

It is the author’s responsibility to ensure that his or her submitted works do not infringe any other existing copyright. Authors should obtain letters of permission to reproduce or adapt copyright material and enclose copies of these letters with the final version of the accepted manuscript.

The author indemnifies the editors and publisher against any breach of such a warranty.