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

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.