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

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.