Activities with patterns (eg, making a necklace with alternating blue and red pearls) are
common in many preschool and kindergarten settings. These activities are assumed to play …

Because math knowledge begins to develop at a young age to varying degrees, it is
important to identify foundational cognitive and academic skills that might contribute to its …

The third edition of this significant and groundbreaking book summarizes current research
into how young children learn mathematics and how best to develop foundational …

Pattern understanding (patterning) is commonly taught in preschool and early elementary
classrooms. However, the relationship between patterning and academic attainment is not …

Despite increasing data on young children's patterning skills and evidence of a link between
early pattern knowledge and later mathematics performance, little is known about the …

Identifying the underpinnings of mathematics proficiency is relevant for all societies. A
growing literature supports a relation between executive function (EF) and mathematics …

Preschoolers' patterning skills are predictive of their concurrent and later math knowledge;
however, it is unclear if patterning is only a proxy for general intelligence, or how it might …

Both recent evidence and research-based early mathematics curricula indicate that
repeating patterns—predictable sequences that follow a rule—are a topic of major …

The current study broadens our understanding of preschoolers' early math experiences with
parents, recognizing that math knowledge and experiences are inclusive of numeracy as …

This study examined repeating and growing pattern knowledge and their associations with
procedural and conceptual arithmetic knowledge in a sample of US children (N= 185; M …