Links between repeating and growing pattern knowledge and math outcomes in children and adults

Area of Science:

• Cognitive psychology
• Developmental psychology
• Mathematics education

Background:

• Pattern knowledge is crucial for mathematical development.
• Existing research often focuses on specific age groups or pattern types.
• The relationship between different pattern knowledge types and arithmetic skills requires further investigation.

Purpose of the Study:

• To investigate the associations between repeating and growing pattern knowledge and both procedural and conceptual arithmetic knowledge.
• To compare the predictive power of repeating versus growing pattern knowledge on mathematical skills.
• To expand theoretical models of mathematical development by incorporating findings on pattern knowledge.

Main Methods:

• A sample of 185 U.S. children and 93 U.S. adults participated in the study.
• Participants completed tasks assessing repeating and growing pattern knowledge.
• Procedural and conceptual arithmetic knowledge were also assessed.

Main Results:

• Repeating pattern tasks were found to be easier than growing pattern tasks.
• Repeating pattern knowledge significantly predicted procedural calculation skills, even when controlling for growing pattern knowledge and other covariates.
• Growing pattern knowledge showed a modest predictive association with both procedural and conceptual math outcomes, beyond repeating pattern knowledge and covariates.

Conclusions:

• Repeating pattern knowledge is a robust predictor of procedural calculation skills.
• Growing pattern knowledge contributes to both procedural and conceptual mathematical abilities.
• Findings suggest that interventions should consider both types of pattern knowledge for comprehensive math support.