EFFECTS OF RECYCLING-BASED MATHEMATICAL TASKS ON PRESCHOOL CHILDREN’S PATTERN RECOGNITION

Abstract

Pattern recognition is an important component of early mathematical development and provides a foundation for later algebraic and relational thinking. This study examined whether recycling-based mathematical tasks improve preschool children’s pattern recognition performance more effectively than traditional manipulative-based instruction. A randomized pre-test/post-test experimental design was used with 60 preschool children assigned to experimental and control groups. The experimental group participated in an eight-week intervention involving structured mathematical tasks with recycled materials, organized according to the Eco-Mathematical Embodied Learning framework, whereas the control group received traditional patterning instruction using standard classroom manipulatives. Children’s pattern recognition performance was assessed using a researcher-developed assessment, and teacher-rated engagement scores were used to document participation. Results showed that the experimental group demonstrated greater improvement than the control group. Repeated measures ANOVA indicated a significant group by time interaction, and teacher-rated engagement scores were higher in the experimental group. The findings suggest that recycled materials, when used within a structured instructional sequence, may serve as accessible, sensory-rich resources for supporting early mathematical learning in sustainability-related classroom practices.

Keywords: early childhood mathematics, pattern recognition, recycled materials, sustainability education, preschool children

Ethics and Conflict of Interest

Ethical approval for the study was obtained from the Human Research Ethics Committee of Dokuz Eylül University with decision number 36 dated December 3, 2025. The official approval document was issued by Dokuz Eylül University Buca Faculty of Education on December 16, 2025, with document number E-10042736-204.01.07-1644970. The research was conducted in accordance with ethical principles, and the author declares that there is no conflict of interest. Written informed consent was obtained from the children’s parents or legal guardians before participation. Children’s participation was voluntary, and all data were anonymized to protect confidentiality. All recycled materials used in the intervention were cleaned, inspected, and selected according to age-appropriate safety criteria. The author declares that there is no conflict of interest regarding the publication of this study.

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