Generalization of pattern sequences by elementary school students
limits and possibilities
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e73217Keywords:
Algebraic generalization, Pattern sequence, Unknown, Elementary educationAbstract
The study investigated the influence of the type of pattern and the location of the unknown element in a sequence on solving tasks requiring algebraic generalization. First to 5th graders of Elementary School were asked to solve a sequence problem with a repetitive pattern and another with a non-repetitive pattern. Each problem contained three questions regarding the position of the unknown element in the sequence: immediate, near, and distant. In all grades, performance was better in the repetitive pattern sequence than in the non-repetitive, and when the unknown was immediate, followed by the near, and then the distant. The greatest challenge, even for the 5th graders, was solving non-repetitive pattern problems when the unknown was distant. Aspects of the development of algebraic thinking related to generalization were identified, highlighting educational implications and questions for further research on algebraic generalization and pattern identification.
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