Links between Repeating and Growing Pattern Knowledge and Math Outcomes in Children and Adults

Autor/inn/en	Borriello, Giulia A.; Grenell, Amanda; Vest, Nicholas A.; Moore, Kyler; Fyfe, Emily R.
Titel	Links between Repeating and Growing Pattern Knowledge and Math Outcomes in Children and Adults
Quelle	In: Child Development, 94 (2023) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borriello, Giulia A.) ORCID (Fyfe, Emily R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13882
Schlagwörter	Mathematics Instruction; Pattern Recognition; Prediction; Correlation; Arithmetic; Mathematical Concepts; Task Analysis; Computation; Mathematics Skills; Teaching Methods; Children; Young Adults + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mustererkennung; Vorhersage; Korrelation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Aufgabenanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Young adult; Junger Erwachsener
Abstract	This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M[subscript age] = 79.5 months; 55% female; 88% White) and adults (N = 93; M[subscript age] = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged: (1) repeating pattern tasks were easier than growing pattern tasks, (2) repeating pattern knowledge robustly predicted "procedural" calculation skills over and above growing pattern knowledge and covariates, and (3) growing pattern knowledge modestly predicted "procedural" and "conceptual" math outcomes over and above repeating pattern knowledge and covariates. We expand existing theoretical models to incorporate these specific links and discuss implications for supporting math knowledge. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01