Effects of Cooperative Group Work Activities on Pre-school Children’s Pattern Recognition Skills

Abstract

Patterns are structures based on the principle of arranging objects, figures, or numbers in a specific order. Patterns can be repeating groups of three growing-narrowing or relationship-based (Smith, 2001, p. 80). In a repeating pattern, a basic unit is continuously repeated (Olkun & Ucar, 2007); for example, ssszsssz. In a growing-narrowing pattern, there is a regular increase or decrease; for instance, ©, ©©, ©©©. In a relationship-based pattern, some operations are followed in a group. In such patterns, there is an order between the numbers such as 1, 3, 7, 15, ..., which is a pattern based on a calculation whereby the previous number is doubled and then 1 is added.Revealing the order of a series is aform of mathematical modeling, and identifying the rules of a pattern is an important characteristic of mathematical thinking (Sovchik, 1989; Worth, 1990). Most studies have supported the idea that including pattern recognition in an early mathematics teaching/leaming curriculum contributes to mathematical modeling, mathematical screening, and the abstraction of mathematical knowledge (Mulligan & Mitchelmore 2009; Papic & Mulligan 2005, 2007; Papic, Mulligan, & Bobis 2009). Papic and Mulligan (2005) pointed out that the mathematical patterns students encounter at school vary from numerical series to bi-dimensional and tridimensional object series, algebraic generalizations and geometrical theorems, and therefore, patterns lie at the heart of school mathematics.Finding the rule in a pattern or knowing the principles for the formulation of the pattern requires the ability to recognize the similarities and differences through analysis. According to Worth (1990, p. 53), all these abilities are related to problem solving as searching for a pattern is a problem solving strategy. Tarim and Artut (2010) found that when children were exposed to pattern-related activities early, their problem solving skills developed accordingly. Therefore, it is important to provide children with active learning environments such as cooperative learning to support the development of pattern recognition skills and to reinforce peer-interaction..Cooperative learning is a method in which small groups work together with the aim of maximizing their own and each others learning in the pursuit of a common objective (Johnson & Johnson, 1999). When children interact, they are exposed to different relationships such as giving and receiving help, expressing their point of view, learning about others' perspectives, looking for new ways to clarify differences, solving problems, and formulating renewed understanding and knowledge (Gillies, 2003). In other words, cooperative learning necessitates mutual group help, the sharing of materials, discussion on a topic, production of a common product, and the fulfillment of the tasks necessary to achieve the group aim (Johnson & Johnson, 1994, p. 96). The main tenet of cooperative group work is that students work together and are responsible for each other's learning (Slavin, 1990). This method has been used in different fields and at various educational levels. At pre-school, however, its application has been limited (Avcioglu, 2003; Artut, 2009; Ramani, 2005; Tarim, 2009; Tarim & Artut, 2005). One of the reasons for the limited number of studies addressing the pre-school period are the difficulties encountered during the implementation phase. In line with this, Curran (1998, pp. 3-5) pointed out that three social skills are required for cooperative learning implementation to be successful; active listening, happy talk, and the participation of each child; as these provide a comfortable and positive environment in which the children can work together and share their own opinions.Research has shown that cooperative group work activities positively affect children's addition-subtraction skills (Tarim & Artut, 2005), problem solving skills (Tarim, 2009), and mathematical skills (Artut, 2009). …