Investigating Links Between Repeating and Growing Pattern Knowledge and Mathematics Achievement in Children and Adults

• In Event: Division C Section 1C: Mathematical Skills and Problem Solving in the Elementary Grades

Abstract

Patterning knowledge is critical to cognitive development. However, limited research examines various types of patterning skills across a wide developmental period. We examined various pattern skills and their associations with arithmetic performance in younger children (ages 4 to 6), older children (ages 7 to 9), and adults. We observed individual and developmental differences in repeating and growing pattern knowledge, and found evidence that repeating pattern tasks are easier than growing pattern tasks in both children and adults. Aspects of repeating pattern knowledge uniquely predicted calculation skills over and above other pattern measures and cognitive covariates in children and adults. Results spotlight the importance of pattern skills across development and have implications for supporting mathematics knowledge.

Authors

• Giulia A. Borriello, Indiana University - Bloomington

• Amanda Grenell, Indiana University - Bloomington

• Emily R. Fyfe, Indiana University