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Repeating and Growing Patterns in Early Mathematics Textbooks.

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This summary is machine-generated.

Early math curricula rarely include explicit pattern tasks, and those present are often too simple. This misalignment with research may hinder children

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Area of Science:

  • Early Childhood Education
  • Mathematics Education
  • Cognitive Development

Background:

  • Growing recommendations advocate for explicit pattern tasks in early mathematics standards and curricula.
  • Alignment between current curricula and research on children's early patterning skills development is a critical consideration.

Purpose of the Study:

  • To quantify the prevalence and core features of explicit pattern tasks in widely used early mathematics curricula in the United States.
  • To assess the alignment of these pattern tasks with research-based recommendations for early patterning skill development.

Main Methods:

  • Analysis of five early mathematics curricula materials for kindergarten and first grade.
  • Quantification of the frequency of explicit patterns and categorization of their types (repeating vs. growing) and features.

Main Results:

  • Explicit patterns were infrequent, appearing once every 20 pages in kindergarten and once every 60 pages in first grade.
  • Repeating patterns dominated (73%) over growing patterns (27%), with a slight shift in emphasis between kindergarten and first grade.
  • Most pattern tasks were simplistic and lacked variability in complexity and structure, misaligning with research recommendations.

Conclusions:

  • Current early mathematics curricula show a significant gap in the inclusion and complexity of explicit pattern tasks.
  • There is a need to refine pattern task features within curricula to better support children's learning and development of patterning skills.
  • Future efforts should focus on aligning educational materials with research-based insights for effective mathematics instruction.