Abstract
This paper explores the relationship between primary school students’ pattern recognition and mathematical problem-solving. A mixed-method research approach combining worksheets and interviews is used to identify patterns in students’ responses, with a focus on spatial, repeating, and growing patterns. The results of preliminary experiments with four Greek students aged eight to 11 years old, suggest a preference for geometric concepts and real-world examples. The findings could contribute to the discussions on customized pedagogical strategies in mathematics education, highlighting the importance of individualized approaches for optimal learning outcomes. The study advocates for the inclusion of visual and applied elements to cultivate critical thinking and problem-solving skills in early education.
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