Empirical Studies of Patterning

Pasnak, Robert

doi:10.4236/psych.2017.813144

Cited by 10 publications

(9 citation statements)

References 38 publications

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“…The empirical research published previously (c.f. reviews by Burgoyne et al, 2017;Pasnak, 2017) has consistently shown relations between the patterning and mathematics scores of both preschoolers and first graders on a variety of mathematics measures, whether the patterns were simple alternations or complex like those used in the present research. However, this experiment and that of Shriver et al (2017) are the only ones conducted with kindergartners, and neither shows such a relationship.…”

Section: Discussionsupporting

confidence: 50%

Teaching Early Literacy, Mathematics, and Patterning to Kindergartners

Pasnak¹,

Gagliano²,

Righi³

et al. 2019

PSYCH

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The effects of instructing kindergarten students (five-year-old in their first year of public school) on patterning were tested. Up to nine students in each class were randomly assigned to three groups in each of six classes, i.e., as many as three from a class in each group. One group received instruction on complex patterns similar to those employed by other researchers with first graders. Another group was instructed in early literacy, and another in early mathematics. For each group, the experimental instruction was scheduled in a counterbalanced order for 15 minutes in the morning, five days per week for most of the school year. When tested in late May-early June, the children taught patterning scored significantly better on a test of patterning. There were no significant differences on tests of mathematics and early literacy. However, there were correlations between the children's patterning scores and some literacy scales.

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Section: Discussionsupporting

confidence: 50%

Teaching Early Literacy, Mathematics, and Patterning to Kindergartners

Pasnak¹,

Gagliano²,

Righi³

et al. 2019

PSYCH

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“…The question remains whether the association with numerical ability is different for distinct pattern types. Some researchers have recently argued that the empirical evidence for a contribution to mathematical development is stronger for complex patterns, such as growing patterns, than for simple patterns, such as repeating patterns (Burgoyne, Witteveen, Tolan, Malone, & Hulme, 2017; Pasnak, 2017). So far, the association between patterning and numerical ability has been explained by the many regularities that can be found in both patterns and numbers.…”

Section: Patterning Numerical Ability and Their Associationmentioning

confidence: 99%

Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability: A Longitudinal Panel Study in 4‐ to 6‐Year Olds

et al. 2021

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The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross‐lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 years while taking into account spatial skills. From ages 5 to 6 years, both patterning abilities predicted later numerical ability, but the reverse was no longer true. Associations between performances on both pattern types also disappeared. Results highlight the unique associations between repeating patterning, growing patterning, and numerical ability, above spatial skills.

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“…Such intervention studies could provide evidence for possible causal associations between SFOP, patterning ability and mathematical ability. Clearly, the number of intervention studies aimed at the design, implementation, and evaluation of innovating learning environments that pay intensive and systematic attention to the development of young children's patterning ability is increasing drastically (Pasnak, 2018), but, to the best of our knowledge, in these studies the role of the tendency to attend to mathematical patterns and structures is hardly addressed in the intervention and/or assessment part of these intervention studies.…”

Section: Sfopmentioning

confidence: 99%

Young Children’s Early Mathematical Competencies: The Role of Mathematical Focusing Tendencies

Verschaffel

Rathé

Wijns

et al. 2020

Mathematics Education in the Early Years

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In this paper we review and discuss a relatively new line of research in the domain of early mathematical development that addresses the dispositional rather than the ability aspect of children's early mathematical competence, namely their tendencies to attend to and focus on various mathematical elements in their environment and its relation with (later) mathematical development in school. So far, most of this research has been done on young children's spontaneous focusing on numerosity (SFON), but to a much lesser extent, similar efforts have been made for Arabic number symbols (SFONS), quantitative relations (SFOR), and mathematical patterns (SFOP). Our review and discussion of these four mathematical focusing tendencies are organized around the following four themes: definition, measurement, development, and stimulation.

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Empirical Studies of Patterning

Cited by 10 publications

References 38 publications

Teaching Early Literacy, Mathematics, and Patterning to Kindergartners

Teaching Early Literacy, Mathematics, and Patterning to Kindergartners

Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability: A Longitudinal Panel Study in 4‐ to 6‐Year Olds

Young Children’s Early Mathematical Competencies: The Role of Mathematical Focusing Tendencies

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