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Zippert, 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
Zippert, Erica L.; Douglas, Ashli-Ann; Rittle-Johnson, Bethany – Grantee Submission, 2020
Both recent evidence and research-based early mathematics curricula indicate that repeating patterns--predictable sequences that follow a rule--are a topic of major importance for mathematics development. The purpose of the current study was to help build a theory for how early repeating patterning knowledge contributes to early math development,…
Descriptors: Prior Learning, Pattern Recognition, Preschool Education, Preschool Children
McKnight, Patrick E.; Kidd, Julie K.; Gallington, Debbie A.; Strauss, Lauren I.; Lyu, Hao; Gadzichowski, K. Marinka; Pasnak, Robert – Grantee Submission, 2021
This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a…
Descriptors: Mathematics Instruction, Teaching Methods, Pattern Recognition, Literacy Education
Pasnak, Robert; Gagliano, Katrina; Righi, Matthew; Kidd, Julie K. – Grantee Submission, 2019
The effects of instructing kindergarten students (five-year-old in their first year of public school) on patterning were tested. Up to nine students in each class were randomly assigned to three groups in each of six classes, i.e., as many as three from a class in each group. One group received instruction on complex patterns similar to those…
Descriptors: Scores, Teaching Methods, Literacy Education, Mathematics Instruction
Kellman, Philip J.; Massey, Christine M.; Son, Ji Y. – Grantee Submission, 2009
Learning in educational settings emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other crucial components of learning, especially improvements produced by experience in the extraction of information: perceptual learning (PL). We suggest that such improvements characterize both simple sensory and complex…
Descriptors: Mathematics Instruction, Secondary School Mathematics, High School Students, Middle School Students
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Kellman, Philip J.; Massey, Christine; Roth, Zipora; Burke, Timothy; Zucker, Joel; Saw, Amanda; Aguero, Katherine E.; Wise, Joseph A. – Grantee Submission, 2008
Learning in educational settings most often emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other, equally important components of learning, especially improvements produced by experience in the extraction of information: "Perceptual learning." Here we describe research that combines principles of…
Descriptors: Mathematics Instruction, Cognitive Style, Perception, Pattern Recognition