Finding Patterns in Objects and Numbers: Repeating Patterning in Pre-K Predicts Kindergarten Mathematics Knowledge

Autor/inn/en	Zippert, Erica L.; Douglas, Ashli-Ann; Rittle-Johnson, Bethany
Titel	Finding Patterns in Objects and Numbers: Repeating Patterning in Pre-K Predicts Kindergarten Mathematics Knowledge
Quelle	(2020), (39 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zippert, Erica L.) ORCID (Douglas, Ashli-Ann) ORCID (Rittle-Johnson, Bethany) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Prior Learning; Pattern Recognition; Preschool Education; Preschool Children; Kindergarten; Mathematics Education; Numeracy; Predictor Variables; Sequential Learning; Mathematics Instruction; Mathematics Skills; Mathematics Tests; Intelligence Tests; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Vorkenntnisse; Mustererkennung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathematische Bildung; Rechenkompetenz; Prädiktor; Didaktische Sequenzierung; Lernsequenz; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Intelligence test; Intelligenztest
Abstract	Both recent evidence and research-based early mathematics curricula indicate that repeating patterns--predictable sequences that follow a rule--are a topic of major importance for mathematics development. The purpose of the current study was to help build a theory for how early repeating patterning knowledge contributes to early math development, focusing on development in children ages 4-6. The current study examined the relation between 65 preschool children's repeating patterning knowledge (via a fast, teacher friendly measure) and their end-of-kindergarten broad math and numeracy knowledge, controlling for verbal and visual-spatial working memory (WM) skills as well as end-of-pre-k broad math knowledge. Relations were also examined between repeating patterning and specific aspects of their numeracy knowledge--knowledge of the count sequence to 100 and the successor principle. Children's repeating patterning knowledge was significantly predictive of their broad math and general numeracy knowledge, as well as one specific aspect of their numeracy knowledge (counting to 100), even after controlling for verbal and visual-spatial WM skills. It remained a unique predictor of general numeracy knowledge and count to 100 after controlling for end-of-pre-K broad math knowledge. The relation between repeating patterning and mathematics may be explained by the central role that identifying predictable sequences based on underlying rules plays in both. Theories of math development and early math instruction standards should give greater attention to the role of children's repeating patterning knowledge. [This paper will be published in the "Journal of Experimental Child Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01