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Which early patterning activities count the most?
Boekbijdrage - Boekhoofdstuk Conferentiebijdrage
Young children’s performance on activities with repeating patterns is found to contribute to their later mathematical development, but it remains unclear whether specific patterning activities contribute more than others. The current study systematically analysed 369 four-year olds’ performance on three different patterning activities (i.e., extending, translating, and identifying the unit) in relation to their future numerical ability. Performance on all three activities contributed uniquely to children’s numerical ability one year later above age, spatial ability, and visuospatial working memory. Performance on two activities remained a significant predictor when controlling for the autoregressive effect of prior numerical ability, suggesting that these patterning activities are critical to children’s numerical development.
Boek: Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3)
Pagina's: 446 - 453
Jaar van publicatie:2019