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Linear and Circular Format of Repeating Patterns -- An Inclusive Approach to Patterning of 6-Year-Olds

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Title: Linear and Circular Format of Repeating Patterns -- An Inclusive Approach to Patterning of 6-Year-Olds
Language: English
Authors: Viktor Werner (ORCID 0000-0002-7531-4501), Barbara Hänel-Faulhaber (ORCID 0000-0002-9769-5077)
Source: International Journal of Science and Mathematics Education. 2026 24(2).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Preschool Children, Child Language, Language Patterns, Repetition, Deafness, Hard of Hearing, Sign Language, Pattern Recognition, Mathematics Education
DOI: 10.1007/s10763-025-10639-7
ISSN: 1571-0068
1573-1774
Abstract: Several studies have demonstrated that understanding repeating patterns is associated with early mathematical development in young children. In these studies, the structure of repeating patterns typically follows a linear sequence, requiring children to visually process a one-dimensional line. However, the repeating patterning ability of Deaf and Hard-of-Hearing (DHH) children remains largely unexplored. This raises the question of whether DHH children can effectively engage with the standard linear task format or if their enhanced peripheral visual perception, developed through visual-spatial sign language competence, might lead to better performance with an alternative, two-dimensional pattern format. The present study investigated pattern recognition and structuring abilities in linear patterns (LP) and circular patterns (CP) among 41 six-year-old DHH and typically hearing children. Analysis of the activities "copy" (reconstructing a pattern sequence from memory), "translate" (reproducing a given pattern sequence with different elements), and "repair" (completing a missing part in a pattern sequence) revealed high correlations both within and between LP and CP. Typically hearing children consistently performed better in LP, whereas DHH children's performance in LP and CP varied depending on the activity. Additionally, early access to sign language appeared to influence patterning ability in the two-dimensional circular pattern. The circular pattern may thus serve as a complementary format in studies of pattern recognition and structuring abilities, particularly in inclusive early mathematics education for children with diverse sensory and linguistic backgrounds.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505173
Database: ERIC
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  Data: Linear and Circular Format of Repeating Patterns -- An Inclusive Approach to Patterning of 6-Year-Olds
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  Data: <searchLink fieldCode="AR" term="%22Viktor+Werner%22">Viktor Werner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7531-4501">0000-0002-7531-4501</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barbara+Hänel-Faulhaber%22">Barbara Hänel-Faulhaber</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9769-5077">0000-0002-9769-5077</externalLink>)
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  Data: Several studies have demonstrated that understanding repeating patterns is associated with early mathematical development in young children. In these studies, the structure of repeating patterns typically follows a linear sequence, requiring children to visually process a one-dimensional line. However, the repeating patterning ability of Deaf and Hard-of-Hearing (DHH) children remains largely unexplored. This raises the question of whether DHH children can effectively engage with the standard linear task format or if their enhanced peripheral visual perception, developed through visual-spatial sign language competence, might lead to better performance with an alternative, two-dimensional pattern format. The present study investigated pattern recognition and structuring abilities in linear patterns (LP) and circular patterns (CP) among 41 six-year-old DHH and typically hearing children. Analysis of the activities "copy" (reconstructing a pattern sequence from memory), "translate" (reproducing a given pattern sequence with different elements), and "repair" (completing a missing part in a pattern sequence) revealed high correlations both within and between LP and CP. Typically hearing children consistently performed better in LP, whereas DHH children's performance in LP and CP varied depending on the activity. Additionally, early access to sign language appeared to influence patterning ability in the two-dimensional circular pattern. The circular pattern may thus serve as a complementary format in studies of pattern recognition and structuring abilities, particularly in inclusive early mathematics education for children with diverse sensory and linguistic backgrounds.
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