184
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Chinese Preschoolers’ Pattern Creation: Performance and Predictors

ORCID Icon, ORCID Icon, ORCID Icon, &

References

  • Cankaya, O., & LeFevre, J. A. (2016). The home numeracy environment: what do cross-cultural comparisons tell us about how to scaffold young children’s mathematical skills?. In Early childhood mathematics skill development in the home environment (pp. 87–104). Cham: Springer.
  • Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the building blocks project. Journal for Research in Mathematics Education, 38(2), 136–163. https://doi.org/10.2307/30034954
  • Clements, D. H., Sarama, J. H., & Liu, X. H. (2008). Development of a measure of early mathematics achievement using the Rasch model: The research-based early maths assessment. Educational Psychology, 28(4), 457–482. https://doi.org/10.1080/01443410701777272
  • Collins, M. A., & Laski, E. V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204–214. https://doi.org/10.1016/j.ecresq.2015.04.004
  • English, L. D. (2004). Promoting the development of young children’s mathematical and analogical reasoning. In L. D. English (Ed.), Mathematical and analogical reasoning of young learners (pp. 213–226). Routledge.
  • Flynn, M. E., Guba, T. P., & Fyfe, E. R. (2020). ABBABB or 1212: Abstract language facilitates children’s early patterning skills. Journal of Experimental Child Psychology, 193, 104791. https://doi.org/10.1016/j.jecp.2019.104791
  • Fox, J. (2005). Child-initiated mathematical patterning in the pre-compulsory years. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 2) (pp. 313–320). Melbourne, Australia: PME.
  • Fox, J. (2006). A justification for mathematical modelling experiences in the preparatory classroom. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities cultures and learning spaces (pp. 221–228). Mathematics Education Research Group of Australasia.
  • Fyfe, E. R., Evans, J. L., Matz, L. E., Hunt, K. M., & Alibali, M. W. (2017). Relations between patterning skill and differing aspects of early mathematics knowledge. Cognitive development, 44, 1–11. https://doi.org/10.1016/j.cogdev.2017.07.003
  • He, J. (2019). A study on the level of pattern creation in spatial relations of children aged 5-6 years [Unpublished master’s thesis]. Sichuan Normal University.
  • Hendricks, C., Trueblood, L., & Pasnak, R. (2006). Effects of teaching patterning to 1st-graders. Journal of Research in Childhood Education, 21(1), 79–89. https://doi.org/10.1080/02568540609594580
  • Huntsinger, C. S., Jose, P. E., Liaw, F. R., & Ching, W. D. (1997). Cultural differences in early mathematics learning: A comparison of Euro-American, Chinese-American, and Taiwan-Chinese families. International Journal of Behavioral Development, 21(2), 371–388. https://doi.org/10.1080/016502597384929
  • Hutchinson, E. (2011). Pre-school children’s understanding of mathematical patterns. South African Journal of Childhood Education, 1(2), 92–111. https://doi.org/10.4102/sajce.v1i2.87
  • Kaput, J. J. (2017). What is algebra? What is algebraic reasoning? In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp. 5–18). Routledge.
  • Kidd, J. K., Pasnak, R., Gadzichowski, K. M., Gallington, D. A., McKnight, P., Boyer, C. E., & Carlson, A. (2014). Instructing first-grade children on patterning improves reading and mathematics. Early Education and Development, 25(1), 134–151. https://doi.org/10.1080/10409289.2013.794448
  • Kotovsky, L., & Gentner, D. (1996). Comparison and categorization in the development of relational similarity. Child Development, 67(6), 2797–2822. https://doi.org/10.2307/1131753
  • Lüken, M. M., & Sauzet, O. (2021). Patterning strategies in early childhood: A mixed methods study examining 3- to 5-year-old children’s patterning competencies. Mathematical Thinking and Learning, 23(1), 28–48. https://doi.org/10.1080/10986065.2020.1719452
  • Maezawa, T., & Kawahara, J. I. (2021). Commonalities of visual and auditory working memory in a spatial-updating task. Memory & Cognition, 49(6), 1172–1187. https://doi.org/10.3758/s13421-021-01151-8
  • McGarvey, L. M. (2012). What is a pattern? Criteria used by teachers and young children. Mathematical Thinking and Learning, 14(4), 310–337. https://doi.org/10.1080/10986065.2012.717380
  • McGarvey, L. M. (2013). Is it a pattern? Teaching Children Mathematics, 19(9), 564–571. https://doi.org/10.5951/teacchilmath.19.9.0564
  • Meng, M. (2020). A study of pattern creation in preschool children [Unpublished master’s thesis]. South West University.
  • Miller, M. R., Rittle-Johnson, B., Loehr, A. M., & Fyfe, E. R. (2016). The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge. Journal of Cognition and Development, 17(1), 85–104. https://doi.org/10.1080/15248372.2015.1023307
  • Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21(2), 33–49. https://doi.org/10.1007/BF03217544
  • Mulligan, J., Oslington, G., & English, L. (2020). Supporting early mathematical development through a ‘pattern and structure’ intervention program. ZDM, 52(4), 663–676. https://doi.org/10.1007/s11858-020-01147-9
  • Papic, M. (2007). Promoting repeating patterns with young children-more than just alternating colours! Australian Primary Mathematics Classroom, 12(3), 8–13.
  • Papic, M. M., & Mulligan, J. (2007). Mathematical patterning in early childhood: An intervention study. Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, Adelaide, Australia.
  • Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237–269. https://doi.org/10.5951/jresematheduc.42.3.0237
  • Pasnak, R., Kidd, J. K., Gadzichowski, K. M., Gallington, D. A., Schmerold, K. L., & West, H. (2015). Abstracting sequences: Reasoning that is a key to academic achievement. The Journal of Genetic Psychology, 176(3), 171–193. https://doi.org/10.1080/00221325.2015.1024198
  • Petrides, M., & Milner, B. (1982). Deficits on subject-ordered tasks after frontal- and temporal-lobe lesions in man. Neuropsychologia, 20(3), 249–262. https://doi.org/10.1016/0028-3932(82)90100-2
  • Raven, J. C., & Court, J. H. (1998). Advanced progressive matrices. Oxford Psychologists Press.
  • Rittle‐johnson, B., Fyfe, E. R., Hofer, K. G., & Farran, D. C. (2017). Early math trajectories: Low‐income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727–1742. https://doi.org/10.1111/cdev.12662
  • Rittle-Johnson, B., Fyfe, E. R., Loehr, A. M., & Miller, M. R. (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly, 31, 101–112. https://doi.org/10.1016/j.ecresq.2015.01.005
  • Rittle-Johnson, B., Fyfe, E. R., McLean, L. E., & McEldoon, K. L. (2013). Emerging understanding of patterning in 4-year-olds. Journal of Cognition and Development, 14(3), 376–396. https://doi.org/10.1080/15248372.2012.689897
  • Rittle-Johnson, B., Zippert, E. L., & Boice, K. L. (2019). The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly, 46, 166–178. https://doi.org/10.1016/j.ecresq.2018.03.006
  • Schmerold, K., Bock, A., Peterson, M., Leaf, B., Vennergrund, K., & Pasnak, R. (2017). The relations between patterning, executive function, and mathematics. The Journal of Psychology, 151(2), 207–228. https://doi.org/10.1080/00223980.2016.1252708
  • Sen, C., & Guler, G. (2022). Reasoning skills of children aged between 4 and 6 years in repeating pattern tasks. International Journal of Mathematical Education in Science and Technology, 53(7), 1894–1915. https://doi.org/10.1080/0020739X.2022.2070085
  • Seo, K.-H., & Ginsburg, H. P. (2004). What is developmentally appropriate in early childhood mathematics education? Lessons from new research. In D. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 91–104). LawrenceErlbaum.
  • Shi, Y., Pang, L., Tao, S., & Chen, Y. (2003). A study on the development of children’s patterning skills between the ages of 3 and 5. Psychological Development and Education, 4(2), 46–52.
  • Tada, W. L., & Stiles, J. (1996). Developmental change in children’s analysis of spatial patterns. Developmental Psychology, 32(5), 951–970. https://doi.org/10.1037/0012-1649.32.5.951
  • Tai, F. (2017). A study of the relationship between pattern competence and executive function of preschool children [Unpublished master’s thesis]. East China Normal University.
  • Threlfall, J. (1999). Repeating patterns in the early primary years. In A. Orton (Ed.), Pattern in the teaching and learning of mathematics (pp. 18–30). Cassell.
  • Warren, E., & Cooper, T. (2006). Using repeating patterns to explore functional thinking. Australian Primary Mathematics Classroom, 11(1), 9–14.
  • Warren, E., & Cooper, T. (2007). Repeating patterns and multiplicative thinking: Analysis of classroom interactions with 9-year-old students that support the transition from the known to the novel. The Journal of Classroom Interaction, 41(2), 7–17.
  • Warren, E., Miller, J., & Cooper, T. (2012). Repeating patterns: Strategies to assist young students to generalise the mathematical structure. Australasian Journal of Early Childhood, 37(3), 111–120. https://doi.org/10.1177/183693911203700315
  • Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). Harcourt Assessment.
  • Wijns, N., De Smedt, B., Verschaffel, L., & Torbeyns, J. (2020). Are preschoolers who spontaneously create patterns better in mathematics? The British Journal of Educational Psychology, 90(3), 753–769. https://doi.org/10.1111/bjep.12329
  • Wijns, N., Torbeyns, J., Bakker, M., De Smedt, B., & Verschaffel, L. (2019). Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability. Early Childhood Research Quarterly, 49, 152–163. https://doi.org/10.1016/j.ecresq.2019.06.004
  • Wijns, N., Torbeyns, J., De Smedt, B., & Verschaffel, L. (2019). Young children’s patterning competencies and mathematical development: A review. In K. Robinson, H. Osana, & D. Kotsopoulos (Eds.), Mathematical learning and cognition in early childhood (pp. 139–161). Springer.
  • Wijns, N., Verschaffel, L., De Smedt, B., De Keyser, L., & Torbeyns, J. (2021). Stimulating preschoolers’ focus on structure in repeating and growing patterns. Learning and Instruction, 74, 101444. https://doi.org/10.1016/j.learninstruc.2021.101444
  • Yuhasriati, Y., & Yuriansa, A. (2018). Patterns playing for early childhood education: Mathematics learning for early childhood education. Journal of Physics: Conference Series, 1088(1), 12099. IOP Publishing. https://doi.org/10.1088/1742-6596/1088/1/012099
  • Zhou, X., & Wang, B. (2004). Preschool children’s representation and understanding of written number symbols. Early Child Development and Care, 174(3), 253–266. https://doi.org/10.1080/0300443032000153570
  • Zippert, E. L., Clayback, K., & Rittle-Johnson, B. (2019). Not just IQ: Patterning predicts preschoolers’ math knowledge beyond fluid reasoning. Journal of Cognition and Development, 20(5), 752–771. https://doi.org/10.1080/15248372.2019.1658587

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.