Repeating and growing patterns in early mathematics textbooks
Author:
Affiliation:
1. Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
Funder
Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health
James S. McDonnell Foundation Understanding Human Cognition Scholar Award to Fyfe
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/00220272.2024.2319659
Reference42 articles.
1. Pattern discernment and pseudo-conceptual development in early childhood mathematics education
2. Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities
3. Links between repeating and growing pattern knowledge and math outcomes in children and adults
4. Walking another pathway: The inclusion of patterning in the pathways to mathematics model
5. Clements, D. H., & Sarama, J. (2009a). Other content domains. In Learning and teaching early math: The learning trajectories approach (pp. 189–202). Routledge.
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1. The (in)effectiveness of training domain‐general skills to support early math knowledge;Child Development Perspectives;2024-08-03
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