Examining Links Between Patterning, Cognition, and Achievement: A Meta-Analysis

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Meta-Analysis in Mathematics Education (Table 35)

Abstract

Patterning is purported to be a critical skill that facilitates gains in cognitive development and academic achievement (Henriksen, 2014; Miller et al., 2016). However, findings linking patterning, cognition, and achievement are inconsistent across the literature and to date, no meta-analytic studies have investigated the magnitude of these associations. We conducted a systematic literature search, identifying 52 empirical papers with relevant data in child and adult samples. Results demonstrated medium, positive associations between patterning and mathematics achievement, which were significantly stronger than the small, positive associations between patterning and reading achievement, and the medium, positive associations between patterning and cognition. Critically, patterning-achievement associations held even after accounting for cognition, suggesting that patterning has unique pathways to achievement in mathematics and reading.

Authors

• Giulia A. Borriello, Kent State University

• Tongyao Zhang, Indiana University

• Peng Peng, University of Texas at Austin

• Emily R. Fyfe, Indiana University