More Than Numeracy, Patterning Predicts Early Mathematics

• In Event: 3-080 - Beyond Numeracy: Varied Predictors of Mathematics Knowledge

Integrative Statement

Math knowledge develops rapidly in the preschool years, varies substantially, and is strongly predictive of later math and reading achievement (Duncan et al., 2007; Starkey & Klein, 2004). While theory, research, and education standards on math development have concentrated primarily on the contributions of numeracy skills (Common Core Standards, 2010; Sarama & Clements, 2004), children’s patterning skills also predict concurrent and later math knowledge (Rittle-Johnson, Fyfe, Hofer, & Farran, 2015; Rittle-Johnson, Zippert, & Boice, in press). However, little is known about how patterning skills relate to general cognitive ability or specific numeracy skills, nor whether patterning uniquely contributes to general math knowledge over and above fluid reasoning, working memory, and specific numeracy skills. For example, patterning skill may be a proxy for the influence of fluid reasoning (Burgoyne et al., 2017). The current study addressed two aims:

1. Evaluate the relation between patterning skills and general cognitive ability, specific numeracy skills, and general mathematics and numeracy knowledge in preschool

2. Determine how patterning independently predicts concurrent general math and numeracy knowledge in preschool beyond general cognitive and numeracy skills

Sixty-six preschool children (M = 4.54 years, SD = .36; 61% female) were recruited from three private and two public preschools. General math and numeracy knowledge, and patterning, specific numeracy, and general cognitive skills were assessed in the fall of the preschool year (see Table 1.1 notes on measure details).

To address aim 1, raw and partial correlations controlling for age were run between the measures (see Table 1.1). Patterning skills were not correlated with fluid reasoning or working memory after controlling for age, but were correlated with spatial, numeracy, and math measures.

To address aim 2, a hierarchical linear regression analysis was conducted to determine how patterning was related to general math and numeracy knowledge (see Table 1.2). In the first step, general cognitive skills were entered, and only spatial skill was predictive of general math and numeracy knowledge. When specific numeracy skills were added, fluid reasoning was significantly predictive of general math knowledge, and spatial skill and verbal arithmetic skill significantly predicted general numeracy knowledge. In the final step, when patterning was added to the model, only patterning and fluid reasoning predicted general math and numeracy knowledge.

These findings suggest that patterning is important for early math and numeracy knowledge, over and above the effects of general cognitive abilities, including fluid reasoning. Patterning skills are related to specific numeracy skills, magnitude comparison and verbal arithmetic, suggesting that patterning skills may help children notice and learn numeracy skills. As evidence suggests that patterning training improves numeracy knowledge (Kidd, et al., 2014; Papic, Mulligan & Mitchelmore, 2011), repeated patterning instruction may be important for promoting numeracy and general math development. The current findings further suggest that patterning should be included in early math standards and theories.

Authors

• Erica L Zippert, Vanderbilt university
  Presenting Author

• Kelsey Clayback, Vanderbilt University
  Non-Presenting Author

• Bethany Rittle-Johnson, Vanderbilt University
  Non-Presenting Author