Helping Preschoolers Learn Math: The Impact of Emphasizing the Patterns in Objects and Numbers

Autor/inn/en	Zippert, Erica L.; Douglas, Ashli-Ann; Tian, Fang; Rittle-Johnson, Bethany
Titel	Helping Preschoolers Learn Math: The Impact of Emphasizing the Patterns in Objects and Numbers
Quelle	(2021), (56 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zippert, Erica L.) ORCID (Douglas, Ashli-Ann) ORCID (Tian, Fang) ORCID (Rittle-Johnson, Bethany) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1037/edu0000656
Schlagwörter	Preschool Children; Mathematics Education; Numeracy; Mathematics Skills; Pattern Recognition; Number Concepts; Tutoring; Mathematics Instruction; Instructional Effectiveness; Short Term Memory; Spatial Ability; Repetition; Preschool Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematische Bildung; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mustererkennung; Number concept; Zahlbegriff; Förderkonzept; Nachhilfeunterricht; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Kurzzeitgedächtnis; Räumliches Vorstellungsvermögen; Wiederholung
Abstract	Preschoolers' repeating patterning knowledge is predictive of their concurrent and later math and numeracy knowledge, but strong experimental evidence is needed to determine if these relations are causal. The purpose of the current Study was to examine the causal effects of repeating patterning and numeracy tutoring on repeating patterning, numeracy, and general mathematics knowledge in the year before kindergarten (i.e., pre-K). Children in pre-K (N = 211) were randomly assigned to receive five sessions of researcher-delivered tutoring (a) on repeating patterns and numeracy or (b) on numeracy (and literacy as an active control), or received no tutoring and business as usual classroom instruction(control). Children who received tutoring in repeating patterning and numeracy improved in their repeating patterning knowledge the most. However, children's general math and numeracy knowledge improved similarly across conditions, and a specific aspect of numeracy emphasized during the tutoring did not improve. Children's repeating patterning knowledge is malleable, but this initial attempt to demonstrate causal links between repeating patterning and math knowledge was not successful. Results parallel mixed success in research training other skills, such as working memory or spatial skills, for improving mathematics knowledge. Findings are discussed in terms of the relations between patterning, numeracy, and general math knowledge in preschoolers. [This paper will be published in "Journal of Educational Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01