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Direct linkZippert, Erica L.; Douglas, Ashli-Ann; Tian, Fang; Rittle-Johnson, Bethany – Journal of Educational Psychology, 2021
Preschoolers' repeating patterning knowledge is predictive of their concurrent and later math and numeracy knowledge, but strong experimental evidence is needed to determine if these relations are causal. The purpose of the current study was to examine the causal effects of repeating patterning and numeracy tutoring on repeating patterning,…
Descriptors: Preschool Children, Mathematics Education, Numeracy, Mathematics Skills
Download full textZippert, Erica L.; Douglas, Ashli-Ann; Tian, Fang; Rittle-Johnson, Bethany – Grantee Submission, 2021
Preschoolers' repeating patterning knowledge is predictive of their concurrent and later math and numeracy knowledge, but strong experimental evidence is needed to determine if these relations are causal. The purpose of the current Study was to examine the causal effects of repeating patterning and numeracy tutoring on repeating patterning,…
Descriptors: Preschool Children, Mathematics Education, Numeracy, Mathematics Skills
Rittle-Johnson, Bethany; Fyfe, Emily R.; McLean, Laura E.; McEldoon, Katherine L. – Journal of Cognition and Development, 2013
Young children have an impressive amount of mathematics knowledge, but past psychological research has focused primarily on their number knowledge. Preschoolers also spontaneously engage in a form of early algebraic thinking-patterning. In the current study, we assessed 4-year-old children's knowledge of repeating patterns on two occasions…
Descriptors: Mathematics, Knowledge Level, Algebra, Thinking Skills
