Literaturnachweis - Detailanzeige
Autor/inn/en | Borriello, Giulia A.; Grenell, Amanda; Vest, Nicholas A.; Moore, Kyler; Fyfe, Emily R. |
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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 |
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 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 |