Patrones matemáticos en los niveles de inicial y preparatoria: análisis del currículo

Abstract

The aim of the present study was to analyze the preschool and kindergarten Ecuadorian curriculum, with a focus on mathematical patterns, in light of the international literature. The method used was a documentary analysis of these curriculums focused on three components, namely what, when and how to teach. The results of the study demonstrate that the Ecuadorian curricula for the analyzed levels, generally include simple mathematical repeating patterns, with more complex patterns such as growing patterns being less evident. It was also found that the curriculums do not include a clear sequence to work with patterns, and that, although the methodological recommendations contemplated in the curricular documents suggest various tasks for working with

patterns, the identifying the unity of the pattern task, which is fundamental for the development of the child’s mathematical thinking, is not included. In general, we concluded that these findings point to the need to review the national curriculum in view of improving Ecuadorian children’s patterning competencies in particular, and mathematical competencies in general, from the first years of schooling