The Influence of Fostering Children’s Patterning Abilities on Their Arithmetic Skills in Grade 1

Lüken, Miriam; Kampmann, Ralf

doi:10.1007/978-3-319-73432-3_4

Cited by 22 publications

(10 citation statements)

References 11 publications

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“…Particularly children's structuring skills were found to be critical to developing coherent mathematical concepts and relationships. These findings are in line with Lüken and Kampmann's (2018) intervention study with first graders, in which 5 months of explicit teaching of pattern and structure during regular mathematics lessons resulted in significant differences between pre-and post-test arithmetic achievement scores in the intervention group. Moreover, the intervention was most beneficial to the low-achieving children.…”

Section: Icme-13 Monograph "Contemporary Research and Perspectives Onsupporting

confidence: 88%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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This paper reports an overview of contemporary research on early childhood mathematics teaching and learning presented at recent mathematics education research conferences and papers included in the special issue (2020-4) of ZDM Mathematics Education. The research covers the broad spectrum of educational research focusing on different content and methods in teaching and learning mathematics among the youngest children in the educational systems. Particular focus in this paper is directed to what lessons can be drawn from teaching interventions in early childhood, what facilitates children's mathematical learning and development, and what mathematical key concepts can be observed in children. Together, these themes offer a coherent view of the complexity of researching mathematical teaching and learning in early childhood, but the research also brings this field forward by adding new knowledge that extends our understanding of aspects of mathematics education and research in this area, in the dynamic context of early childhood. This knowledge is important for future research and for the development of educational practices.

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Section: Icme-13 Monograph "Contemporary Research and Perspectives Onsupporting

confidence: 88%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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“…In one study with 4‐ to 5‐year olds, the patterning intervention group outperformed a business‐as‐usual control group on a measure covering a range of numerical tasks post‐intervention (Papic et al, 2011), but the researchers did not provide inferential statistics to support their findings. In a study with first graders, Lüken and Kampmann (2018) found significant differences in post‐test numerical ability between the intervention group that worked with repeating, spatial and growing patterns, and a business‐as‐usual control group. Both studies suggest that stimulating patterning ability might lead to better numerical ability, but the reverse association has not been investigated yet through intervention research.…”

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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“…Notably, significant transfer effects toward numerical ability (Lüken & Kampmann, 2018) or more general mathematical measures (Kidd et al, 2013, 2014; Pasnak et al, 2015) have been found in patterning intervention studies with first graders. In first grade, children receive mathematical instruction as part of their regular school program.…”

Section: Discussionmentioning

confidence: 99%

“…It has been suggested before that well-developed patterning abilities might support learning during math class (Kidd et al, 2013; Papic et al, 2011; Wijns, Verschaffel, De Smedt, & Torbeyns, 2021). This might explain why transfer effects toward other mathematical measures are found in studies in first grade (Kidd et al, 2013, 2014; Lüken & Kampmann, 2018; Pasnak et al, 2015) but not in preschool (Pasnak et al, 2019; Shriver et al, 2017; Wijns, Verschaffel, De Smedt, & Torbeyns, 2021; Zippert et al, 2021), and why a preschool patterning intervention yielded a positive impact on a numeracy measure in first grade (Papic et al, 2011). Further research on this matter seems necessary, for example by investigating immediate and delayed transfer effects of a preschool patterning intervention before and after formal mathematics instruction (Wijns, Verschaffel, De Smedt, De Keyser et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading.

Wijns¹,

Purpura²,

Torbeyns³

2023

Journal of Educational Psychology

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This study evaluates the effectiveness of a dialogic reading picture book intervention on preschoolers' repeating patterning ability. Ninety-four children age 4 years 1 month to 6 years 8 months (M age = 5 years 0 months) were randomly assigned to intervention (n = 46) or active control (n = 48) conditions. Well-trained university and college students read two researcher-designed picture books five times each over 3 weeks (i.e., 10 reading sessions) to small groups of three to five children. In the intervention condition, repeating patterns were present in the text and the illustrations, and the dialogic reading questions elicited patterning interactions. In the control condition, there were no references to patterns and the dialogic reading questions focused on content other than patterns or mathematics. A repeating patterning measure (including extending, generalizing, identifying the unit) and a numerical measure (including counting, number recognition, number order) were administered at pretest and at posttest. At posttest, differences in repeating patterning between both conditions were not significant when controlling for pretest performance and receptive vocabulary, despite a small effect size. When further exploring the differences on each of the patterning tasks separately, the intervention group outperformed the control group on extending but not on generalizing or unit identification. There were no significant transfer effects on the numerical measure. Overall, this study shows that reading picture books specially designed around patterning skills can stimulate young children's ability to extend repeating patterns. Picture books are a promising tool to support children's patterning ability, because they are easy to implement in several early learning environments. Educational Impact and Implications StatementChildren's repeating patterning ability is an important component of their early mathematical ability, but there is only little room for patterning activities in most early childhood educational settings. The present study suggests that reading picture books that focus on repeating patterns can be potentially used for stimulating 4-to 6-year-olds' ability to extend repeating patterns.

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The Influence of Fostering Children’s Patterning Abilities on Their Arithmetic Skills in Grade 1

Cited by 22 publications

References 11 publications

Research on early childhood mathematics teaching and learning

Research on early childhood mathematics teaching and learning

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

Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading.

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