Links between repeating and growing pattern knowledge and math outcomes in children and adults
Giulia A. Borriello, Amanda Grenell, Nicholas A. Vest, Kyler Moore, Emily R. Fyfe
Abstract
Abstract This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M age = 79.5 months; 55% female; 88% White) and adults (N = 93; M age = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged: (1) repeating pattern tasks were easier than growing pattern tasks, (2) repeating pattern knowledge robustly predicted procedural calculation skills over and above growing pattern knowledge and covariates, and (3) growing pattern knowledge modestly predicted procedural and conceptual math outcomes over and above repeating pattern knowledge and covariates. We expand existing theoretical models to incorporate these specific links and discuss implications for supporting math knowledge.