Does a Learning Trajectory Facilitate Early Patterning Intervention?

• In Event: 34.095 - MTCC Roundtable Session 11
  In Roundtable Session: 34.095-9 - Experiments to Improve Mathematics Teaching and Learning in Pre-K to Grade 2 Classrooms

Abstract

A RCT (n=19) compared two patterning interventions that involved the same activities but only one ordered them based a hypothetical learning trajectory (HLT). Both interventions were significantly and substantively successful in promoting transfer in identifying the core unit of repeating patterns and extending such patterns. Whereas the ordering of instructional activities was not a critical factor, age was. Specifically, training on core identification particularly was significantly more successful with 4- than with 3-year olds. Qualitative analyses revealed that translating patterns into letters was much easier than doing so into concrete formats and that the former can be introduced early in patterning instruction while the later may need to be postponed. Counting the number of core units also proved challenging.

Authors

• Arthur J. Baroody, University of Denver and the University of Illinois at Urbana-Champaign

• Nursel Yilmaz, Osmaniye Korkut Ata University

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver