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Patterning counts: Individual differences in children's calculation are uniquely predicted by sequence patterning.

Kelsey J MacKay1, Bert De Smedt1

  • 1Faculty of Psychology and Educational Sciences, KU Leuven-University of Leuven, B-3000 Leuven, Belgium.

Journal of Experimental Child Psychology
|September 12, 2018
PubMed
Summary
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Children's ability to recognize number and time patterns significantly predicts their calculation skills. This suggests sequence patterning is a key cognitive skill for early math development.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • While cognitive factors influencing children's calculation are studied, the role of patterning abilities is less explored.
  • Understanding these foundational skills is crucial for early mathematics education.

Purpose of the Study:

  • To investigate if children's sequence patterning ability uniquely predicts calculation skills.
  • To determine if different types of sequence patterns (number, letter, time, rotation) have varying associations with calculation.

Main Methods:

  • 65 first and second graders completed number, letter, time, and rotation sequence patterning tasks.
  • Calculation ability was assessed via addition and subtraction tasks.
  • Cognitive measures (symbolic number comparison, processing speed, working memory, IQ) were controlled for.
Keywords:
ArithmeticCalculationChildrenPatterningSequence patternsSymbolic magnitude processing

Related Experiment Videos

Main Results:

  • Sequence patterning, except for rotation, was significantly related to calculation.
  • Number and time pattern dimensions strongly predicted calculation, even after controlling for other cognitive factors.
  • Symbolic magnitude processing remained a significant predictor of calculation.

Conclusions:

  • Specific types of sequence patterning, particularly number and time, are important cognitive precursors to calculation ability in young children.
  • Patterning skills may be a valuable target for interventions aimed at improving early calculation proficiency.