Emerging Understanding of Patterning in 4-Year-Olds

Rittle‐Johnson, Bethany; Fyfe, Emily R.; McLean, Laura; McEldoon, Katherine L.

doi:10.1080/15248372.2012.689897

Cited by 108 publications

(96 citation statements)

References 32 publications

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“…Fyfe, McNeil, and Rittle-Johnson, (2015) found that using abstract terms like "abab" is more helpful to children than concrete terms like "big little big little", and Rittle-Johnson, Saylor, and Swygert (2008) reported that instruction was most helpful if the children explained their reasoning to another person. In two experiments (Rittle-Johnson et al, 2013;Miller et al, 2015), brief instruction had only small effects on the children's performances. There was a significant effect on abstracting the pattern unit when Rittle-Johnson, offered two days of instruction, but not on duplicating or extending patterns.…”

Section: The Effect Of Instruction On Alternating Patternsmentioning

confidence: 99%

“…An extensive four-level model of preschoolers' understanding of alternating patterns was provided by Rittle-Johnson et al (2013). There were large individual differences between these preschoolers.…”

Section: The Development Of Children's Understanding Of Patternsmentioning

confidence: 99%

“…Only recently have there been any that show such instruction on complex patterns does improve achievement. Exploration of the parameters of patterns has begun with the work of Gadzichowski (2012a;2012b) and Gadzichowski et al (2014), and the study of the natural development of children's understanding of alternating patterns has begun with the research of Rittle-Johnson et al (2013), Rittle-Johnson, and Miller et al (2015). Investigation of the mechanisms by which in patterning instruction improves achievement is in its infancy.…”

Section: Summary and Implicationsmentioning

confidence: 99%

“…Some researchers have explored children's ability to identify the repeating unit of an alternating pattern (Clements & Sarama, 2011;Miller et al, 2015;Papic et al, 2011;Rittle-Johnson et al, 2013). Papic et al (2011) studied children from two private Australian preschools which enrolled pupils who were competent in English (but 80% came from non-English-speaking backgrounds).…”

Section: The Development Of Children's Understanding Of Patternsmentioning

confidence: 99%

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Empirical Studies of Patterning

Pasnak¹

2017

PSYCH

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Young children have been taught simple sequences of alternating shapes and colors, referred to as "patterning", for the past half century in the hope that their understanding of prealgebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children's academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.

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Section: The Effect Of Instruction On Alternating Patternsmentioning

confidence: 99%

Section: The Development Of Children's Understanding Of Patternsmentioning

confidence: 99%

Section: Summary and Implicationsmentioning

confidence: 99%

Section: The Development Of Children's Understanding Of Patternsmentioning

confidence: 99%

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Empirical Studies of Patterning

Pasnak¹

2017

PSYCH

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“…Τα αποτελέσματα τέτοιων ερευνών επιβεβαιώνουν το γεγο-νός ότι παιδιά προσχολικής ηλικίας είναι σε θέση να εντοπίζουν, να επαναλαμβάνουν, να συμπληρώνουν, να συνεχίζουν ή να κατασκευάζουν ένα μοτίβο με τη χρήση διάφορων υλι-κών (π.χ. Papic, Mulligan, & Mitchelmore, 2011. Rittle-Johnson, Fyfe, McLean, & McEldoon, 2013 .…”

Section: θεωρητικό πλαίσιοunclassified

Η Κατανόηση Των Μαθηματικών Μοτίβων Από Παιδιά Γ’ Και Δ’ Δημοτικού Και Οι Στρατηγικές Σκέψης Τους

Desli

Gaitaneri²

2017

Ppej

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The aim of the present study was to examine how children attending the middle years of the primary school understand and extend mathematical patterns. A total of 90 students coming from grades C (N=48) and D (N=42) were asked 21 pattern tasks that were designed on the basis of two main categories (visual patterns and number patterns) and were further divided into: a) repeating visual and repeating number patterns, and b) growing visual and growing number patterns. Participants were asked to identify the pattern rules and extend the patterns by filling the missing steps. They also had to make a pattern on their own. Overall results showed similarly high performance on visual and number pattern tasks. However, the majority of the participants had a higher rate of success in repeating visual patterns and repeating number patterns compared to growing visual patterns and growing number patterns. The analysis of the strategies that children implemented in patterning revealed a great differentiation between their use and the type of pattern. More specifically, students mainly justified their pattern extensions by making reasonable connections within successive steps in the growing pattern tasks, whereas they tended to use techniques related to random predictions following repetitions of the pattern’s parts in the repeating pattern tasks. Last, participants’ preference for repeating visual patterns was found when making their own patterns.

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