Examining the Roles of Patterning Knowledge, Spatial Assembly, and Analogic Reasoning in Early Mathematics Development

Session Type: Paper Symposium

Abstract

Mathematics knowledge is a critical early academic skill and predicts later academic achievement (Watts et al., 2017). Most research focuses almost exclusively on the contributions of numeracy skills; however, mathematics also involves an understanding of patterns, spatial relationships, and analogies. Thus, emphasizing each of these during mathematics instruction (and earlier skills in these areas) should contribute to children’s math development. This symposium examines the predictive and causal roles of non-numeracy domains in early mathematical thinking.

Specifically, 4 research projects will be presented, varying in the non-numeracy domain examined, methodology, age group, and training context. The first examines the predictive role of patterning knowledge in mathematics development from ages 4-6. The second project examines the causal role of repeating patterning instruction using everyday materials and blocks on 4- to 5-year-olds’ general math and numeracy knowledge and their understanding of the successor principle. The third project examines the role of spatial assembly training using digital versus concrete delivery in 3-year-olds’ learning of general mathematics and geometry knowledge as well as spatial assembly and language. The final project examines how training in analogical reasoning using manipulatives might promote understanding of place value in 4- to 6-year-olds.

Together, these projects contribute to a more comprehensive theory of early math development, shedding light on the contributions of patterning knowledge, spatial skills, and analogical reasoning. Further, the results have practical implications for efforts to revise educational content standards, which often do not include explicit instruction in any of these domains (CCSS, 2010).

Sub Unit

• Cognitive Processes

Chair

• Erica L. Zippert, Purdue University, West Lafayette

Individual Presentations

• Associations Between Patterning and Numerical Ability in Four- to Six-Year Olds - Presenting Author: Nore Wijns, Katholieke Universiteit Leuven (KU Leuven); Non-Presenting Author: Lieven Verschaffel, KU Leuven; Non-Presenting Author: Bert De Smedt, University of Leuven; Non-Presenting Author: Joke Torbeyns, Katholieke Universiteit Leuven (KU Leuven)

• Emphasizing the Numbers in Patterns During Training, Effects on Patterning and Math Skills - Presenting Author: Erica L. Zippert, Purdue University, West Lafayette; Non-Presenting Author: Ashli-Ann Douglas, Vanderbilt University; Non-Presenting Author: Bethany Rittle-Johnson, Vanderbilt University

• Investigating Malleable Factors During Spatial Training: Transfer to Preschoolers’ Spatial Skills but Not Math Outcomes - Presenting Author: Laura J Zimmermann, Tech Play Collaborative; Non-Presenting Author: Corinne A. Bower, California State University - Los Angeles; Non-Presenting Author: Brian Nicholas Verdine; Non-Presenting Author: Tamara Spiewak Toub, Temple University; Non-Presenting Author: Kathy A Hirsh-Pasek, Temple University; Non-Presenting Author: Roberta M Golinkoff, University of Delaware

• When and how Physical Models Benefit the Learning of Symbolic Multi-digit Numbers - Presenting Author: Lei Yuan, University of Colorado Boulder; Non-Presenting Author: Richard Prather, University of Maryland - College Park; Non-Presenting Author: Kelly Sue Mix, University of Maryland - College Park; Non-Presenting Author: Linda B. Smith, Indiana University - Bloomington