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Citations (23)
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Catherine Gripton. (2023) Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds. European Early Childhood Education Research Journal 31:3, pages 326-342.
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Catherine Gripton. (2023) Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England. Research in Mathematics Education 25:1, pages 3-23.
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Jiayi Weng, Huihua He, Yu Xue, Miaomiao Guo & Chunxia Wu. (2022) Chinese Preschoolers’ Pattern Creation: Performance and Predictors. Early Education and Development 0:0, pages 1-21.
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Catrina Liu, Kevin Kien Hoa Chung & Pui Man Tang. (2022) Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence. Educational Psychology 42:5, pages 530-548.
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Kevin Larkin, Ilyse Resnick & Thomas Lowrie. (2022) Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study. Mathematical Thinking and Learning 0:0, pages 1-16.
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Rebecca Dore, Laura Justice, Abigail K. Mills, Mitsu Narui & Kari Welch. (2021) Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts. Early Education and Development 32:6, pages 903-922.
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Articles from other publishers (17)
Rebecca McGregor, Diana Leyva & Melissa E. Libertus. (2024) Identifying parental math talk styles and relations to child talk and skills. Cognitive Development 69, pages 101398.
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Camilla Gilmore. (2023) Understanding the complexities of mathematical cognition: A multi-level framework. Quarterly Journal of Experimental Psychology, pages 174702182311753.
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Giulia A. Borriello, Amanda Grenell, Nicholas A. Vest, Kyler Moore & Emily R. Fyfe. (2022) Links between repeating and growing pattern knowledge and math outcomes in children and adults. Child Development 94:2.
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Anne-Sophie Supply, Nore Wijns, Wim Van Dooren & Patrick Onghena. (2022) It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?. Educational Studies in Mathematics 112:1, pages 3-24.
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L. Verschaffel, B. De Smedt, K. Luwel, P. Onghena, J. Torbeyns & W. Van Dooren. 2023. Mathematical Challenges For All. Mathematical Challenges For All
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Gina Bojorque & Anita Ochoa. (2022) Influencia de Factores Cognitivos y Contextuales en el Desempeño de Patrones Matemáticos a Temprana Edad. Bolema: Boletim de Educação Matemática 36:74, pages 1256-1272.
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Sabrina M. Di Lonardo Burr, Chang Xu, Heather Douglas, Jo-Anne LeFevre & María Inés Susperreguy. (2022) Walking another pathway: The inclusion of patterning in the pathways to mathematics model. Journal of Experimental Child Psychology 222, pages 105478.
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Bert De Smedt. (2022) Individual differences in mathematical cognition: a Bert's eye view. Current Opinion in Behavioral Sciences 46, pages 101175.
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Giulia A. Borriello, Mara E. Flynn & Emily R. Fyfe. (2022) Developmental differences in children's and adults’ strategies on a repeating pattern task. Early Childhood Research Quarterly 59, pages 300-310.
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Gina Bojorque, Neli Gonzales, Nore Wijns, Lieven Verschaffel & Joke Torbeyns. (2020) Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities. European Journal of Psychology of Education 36:4, pages 945-964.
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Diana Leyva, Melissa E. Libertus & Rebecca McGregor. (2021) Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children. Education Sciences 11:10, pages 594.
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Nore Wijns, Lieven Verschaffel, Bert De Smedt, Laure De Keyser & Joke Torbeyns. (2021) Stimulating preschoolers’ focus on structure in repeating and growing patterns. Learning and Instruction 74, pages 101444.
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Ö. Ece Demir‐Lira, Jérôme Prado & James R. Booth. (2021) Neurocognitive basis of deductive reasoning in children varies with parental education. Human Brain Mapping 42:11, pages 3396-3410.
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Marta K. Mielicki, Charlies J. Fitzsimmons, Lauren H. Woodbury, Hannah Marshal, Dake Zhang, Ferdinand D. Rivera & Clarissa A. Thompson. (2021) Effects of figural and numerical presentation formats on growing pattern performance. Journal of Numerical Cognition 7:2, pages 125-155.
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Nore Wijns, Lieven Verschaffel, Bert De Smedt & Joke Torbeyns. (2021) Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability: A Longitudinal Panel Study in 4‐ to 6‐Year Olds. Child Development 92:4, pages 1354-1368.
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Hedwig Gasteiger & Korbinian Moeller. (2021) Fostering early numerical competencies by playing conventional board games. Journal of Experimental Child Psychology 204, pages 105060.
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Erica L. Zippert, Ashli-Ann Douglas & Bethany Rittle-Johnson. (2020) Finding patterns in objects and numbers: Repeating patterning in pre-K predicts kindergarten mathematics knowledge. Journal of Experimental Child Psychology 200, pages 104965.
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