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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Finding patterns in objects and numbers: Repeating patterning in pre-K predicts kindergarten mathematics knowledge.

Erica L Zippert1, Ashli-Ann Douglas1, Bethany Rittle-Johnson1

  • 1Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA.

Journal of Experimental Child Psychology
|September 5, 2020
PubMed
Summary
This summary is machine-generated.

Early repeating patterning knowledge is crucial for math development in young children. This skill predicts broader math and numeracy skills, even after accounting for working memory and prior math knowledge.

Keywords:
CountingKindergartenMathematical developmentNumeracy knowledgePre-kindergartenRepeating patterning knowledgeSuccessor principleWorking memory

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Area of Science:

  • Cognitive Development
  • Early Childhood Education
  • Mathematics Education

Background:

  • Repeating patterns are fundamental to mathematics development in early childhood.
  • Research-based curricula highlight the importance of pattern recognition for math skills.
  • Understanding the theoretical link between patterning and math is essential.

Purpose of the Study:

  • To investigate how early repeating patterning knowledge influences math development in 4-6-year-old children.
  • To build a theoretical framework explaining the contribution of patterning to early math skills.
  • To examine the predictive power of patterning on broad math and numeracy knowledge.

Main Methods:

  • Assessed repeating patterning knowledge in 65 preschool children using a teacher-friendly measure.
  • Measured end-of-kindergarten broad math and numeracy knowledge.
  • Controlled for verbal and visual-spatial working memory (WM) and prior math knowledge.

Main Results:

  • Repeating patterning knowledge significantly predicted broad math and general numeracy knowledge.
  • Patterning skills also predicted knowledge of the count sequence to 100.
  • These predictions held even after controlling for WM and previous math attainment.

Conclusions:

  • Repeating patterning knowledge is a unique predictor of early math and numeracy skills.
  • The relationship may stem from the shared skill of identifying rule-based predictable sequences.
  • Early math education standards should emphasize the development of repeating patterning skills.