STUDENTS LEARNING DIFFICULTIES IN NUMBER PATTERNS: A SYSTEMATIC LITERATURE REVIEW IN MATHEMATICS EDUCATION

Abstract

Number patterns constitute a fundamental component of early algebraic thinking, as they support students abilities to recognize structures, formulate generalizations, and develop functional reasoning. Despite their importance, numerous studies report persistent learning difficulties experienced by students when engaging with number pattern tasks. This study aims to systematically synthesize recent international research on students learning difficulties related to number patterns within mathematics education. Employing a systematic literature review design guided by the PRISMA 2020 framework, articles were retrieved from Scopus, Web of Science, and ERIC databases. The review focused on peer-reviewed empirical studies published within the last five years that examined students conceptual, procedural, and representational difficulties in number pattern learning. Thematic analysis was used to identify recurring patterns across the selected studies. The findings reveal three dominant categories of difficulties: challenges in recognizing and extending patterns, limitations in generalizing patterns and expressing them algebraically, and misconceptions associated with recursive and functional thinking. These difficulties are closely linked to insufficient relational reasoning, overreliance on procedural strategies, and limited use of multiple representations in instruction. The review highlights the need for instructional approaches that emphasize structural reasoning, functional thinking, and meaningful connections between representations. This study contributes a comprehensive synthesis of current research and offers insights to support the development of more effective pedagogical strategies for teaching number patterns in mathematics education.