Walking another pathway: The inclusion of patterning in the pathways to mathematics model

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dc.article.number105478
dc.catalogadorgjm
dc.contributor.authorDi Lonardo Burr, Sabrina M.
dc.contributor.authorXu, Chang
dc.contributor.authorDouglas, Heather
dc.contributor.authorLeFevre, Jo-Anne
dc.contributor.authorSusperreguy Jorquera, María Inés
dc.date.accessioned2023-04-20T16:26:05Z
dc.date.available2023-04-20T16:26:05Z
dc.date.issued2022
dc.description.abstractAccording to the Pathways to Mathematics model [LeFevre et al. (2010), Child Development, Vol. 81, pp. 1753-1767], children's cognitive skills in three domains-linguistic, attentional, and quantitative-predict concurrent and future mathematics achievement. We extended this model to include an additional cognitive skill, patterning, as measured by a non-numeric repeating patterning task. Chilean children who attended schools of low or high socioeconomic status (N = 98; 54% girls) completed cognitive measures in kindergarten (M-age = 71 months) and numeracy and mathematics outcomes 1 year later in Grade 1. Patterning and the original three pathways were correlated with the outcomes. Using Bayesian regressions, after including the original pathways and mother's education, we found that patterning skills predicted additional variability in applied problem solving and arithmetic fluency, but not number ordering, in Grade 1. Similarly, patterning skills were included in the best model for applied problem solving and arithmetic fluency, but not for number ordering, in Grade 1. In accord with the hypotheses of the original Pathways to Mathematics model, patterning varied in its unique and relative contributions to later mathematical performance, depending on the demands of the tasks. We conclude that patterning is a useful addition to the Pathways to Mathematics model, providing further insights into the range of cognitive precursors that are related to children's mathematical development.
dc.fechaingreso.objetodigital2023-04-20
dc.format.extent21 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.jecp.2022.105478
dc.identifier.eissn1096-0457
dc.identifier.issn0022-0965
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85131965828
dc.identifier.urihttps://doi.org/10.1016/j.jecp.2022.105478
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66818
dc.identifier.wosidWOS:000812057600001
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, Maria Ines; 0000-0001-5584-2692; 151479
dc.language.isoen
dc.nota.accesoContenido parcial
dc.publisherElsevier Science Inc.
dc.revistaJournal of Experimental Child Psychology
dc.rightsacceso restringido
dc.subjectPatterning
dc.subjectCognitive precursors
dc.subjectNumeration
dc.subjectMathematics
dc.subjectChile
dc.subjectPathways to Mathematics
dc.subject.ddc150
dc.subject.deweyPsicologíaes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleWalking another pathway: The inclusion of patterning in the pathways to mathematics model
dc.typeartículo
dc.volumen222
sipa.codpersvinculados151479
sipa.indexWOS
sipa.indexSCOPUS
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