Relations between patterning skill and differing aspects of early mathematics knowledge

Patterns are often considered central to early mathematics learning; yet, the empirical evidence linking early pattern knowledge to mathematics performance is sparse. In the current study, 36 children ranging in age from 5 to 13 years old (M = 9.1 years) completed a pattern extension task with three pattern types that varied in difficulty. They also completed three math tasks that tapped calculation skill and knowledge of concepts. Children were successful on the pattern extension task, though older children fared better than younger children, potentially due in part to their explanations that considered both dimensions of the pattern (shape and size). Importantly, success on the pattern extension task was related to mathematics performance. After controlling for age and verbal working memory, patterning skill predicted calculation skill; however, patterning skill was not associated with knowledge of concepts. Results suggest that patterning may play a key role in the development of some aspects of early mathematics knowledge.