The Relations Between Patterning, Executive Function, and Mathematics

ABSTRACT

Patterning, or the ability to understand patterns, is a skill commonly taught to young children as part of school mathematics curricula. It seems likely that some aspects of executive function, such as cognitive flexibility, inhibition, and working memory, may be expressed in the patterning abilities of children. The primary objective of the present study was to examine the relationship between patterning and executive functioning for first grade children. In addition, the relations between patterning, executive functioning, mathematics, and reading were examined. The results showed that patterning was significantly related to cognitive flexibility and working memory, but not to inhibition. Patterning, cognitive flexibility, and working memory were significantly related to mathematical skills. Only patterning and working memory were significantly related to reading. Regression analyses and structural equation modeling both showed that patterning had effects on both reading and mathematics measures, and that the effects of cognitive flexibility were entirely mediated by patterning. Working memory had independent effects on reading and mathematics, and also effects moderated by patterning. In sum, these findings suggest that cognitive flexibility and working memory are related to patterning and express their effects on reading and mathematics in whole or in part through patterning.

Keywords:

• Patterning
• executive function
• mathematics

Additional information

Notes on contributors

Katrina Schmerold

Katrina L. Schmerold earned her BA from the University of Notre Dame in 2010 and her Ph. D. from George Mason University in 2015. She is currently Project Coordinator for the On My Way PreK Evaluation Project at Purdue University.

Allison Bock

Allison M. Bock earned her B. A. at Christopher Newport University in 2007, her M. A. at Illinois State University in 2009, and her Ph. D. at George Mason University in 2015.

Matthew Peterson

Matthew Peterson earned his B. A. at the University of Tennessee in 1992, his M. S. at the University of Kansas in 1994, and his Ph. D. at the University of Kansas in 1997. He was a Visiting Assistant Professor at the University of North Florida, 1997 – 1998, and a Postdoctoral Research Associate at the University of Illinois, 1998-2002. He became an Assistant Professor at George Mason University in 2002 and since 2006 has been an Associate Professor.

Britney Leaf

Britney Leaf graduated with a B. A. from James Madison University in 2014 and earned her M. A. from George Mason University in 2015.

Katherine Vennergrund

Katherine Vennergrund graduated with a BS in psychology from University of Mary Washington in 2013. She earned her M. A. at George Mason University in 2015.

Robert Pasnak

Robert Pasnak earned his B. A. at the University of Maryland in 1964, followed by his M. A. and Ph. D. at the Pennsylvania State University in 1966 and 1969. He was an assistant professor at the Catholic University of America 1968-1972. He has been at George Mason University since 1972 and is currently a professor.