Pattern Generalization Processing of Elementary Students: Cognitive Factors Affecting the Development of Exact Mathematical Structures

The fundamental aim in this article is to elucidate cognitive factors that influence the development of mathematical structures and incipient generalizations in elementary school children on the basis of their work on patterns, including how they use various representational forms such as gestures, words, and arithmetical symbols to convey their expressions of generality. We describe approximate and exact pattern generalizations and three cognitive factors that mutually influence the emergence of mathematical structures, namely, competence with number relationships, competence with shape similarity, and competence with figural property construction, discernment, and justification. We also highlight various representational modes that elementary students use to capture their emergent structures and incipient generalizations, grade-appropriate use and understanding of variables via the notions of intuited and tacit variables, and ways in which their structural incipient generalizations support their early understanding of functions.