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Mathematical Thinking and Learning Volume 26, 2024 - Issue 2
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Research Article

Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study

Kevin Larkina School of Education and Professional Studies, Griffith University, Gold Coast, Canberra, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8704-1272View further author information
ORCID Icon,
Ilyse Resnickb Faculty of Education, University of Canberra, Canberra, AustraliaORCID Iconhttps://orcid.org/0000-0002-4917-5720View further author information
ORCID Icon &
Thomas Lowrieb Faculty of Education, University of Canberra, Canberra, AustraliaORCID Iconhttps://orcid.org/0000-0003-3042-822XView further author information
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Pages 127-142 | Received 03 May 2021, Accepted 18 Mar 2022, Published online: 27 Mar 2022

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Read on this site (2)

Kevin Larkin, Christina Lommatsch, Ilyse Resnick & Thomas Lowrie. (2023) The design and use of a digital tool to support the development of preschool children’s logical reasoning. Journal of Research on Technology in Education 55:6, pages 1080-1093.
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Miriam M. Lüken. Young children’s self-initiated pattern-making during free play. Mathematical Thinking and Learning 0:0, pages 1-21.
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Articles from other publishers (2)

Yeni Acosta & Ángel Alsina. (2024) Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición. PNA. Revista de Investigación en Didáctica de la Matemática 18:2, pages 189-222.
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Fatma ERDOĞAN & Neslihan GÜL. (2023) Özel yetenekli öğrencilerin tekrarlanan örüntü becerileri ve bilişsel istem düzeyleriGifted Students’ repeating patterning skills and cognitive demand levels. Kocaeli Üniversitesi Eğitim Dergisi 6:1, pages 70-95.
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