The Growth of early mathematical patterning: an intervention study
By Marina Papic, Joanne Mulligan. 2007
68 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/a95a71007af31bc3367084935ec34bdb63cd4907
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- Bethany Rittle-Johnson
- Emily R. Fyfe
- M. Miller
- Abbey Marie Loehr
- Glenda Anthony
- Julie K. Kidd
- Margaret Walshaw
- R. Pasnak
Citations in the corpus
- The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, background): “For example, Mulligan and colleagues (Mulligan & Mitchelmore, 2009; Papic & Mulligan, 2007) found that young children’s ability to identify the unit of repeat in a pattern was not only related to improvements in pattern knowledge but was also associated with knowledge in other mathematical domains…”
- Awareness of pattern and structure in early mathematical development (2009, background): “For example, we have found th at a pre-school intervention focused on patterning can lead to a significant improvement in mathematica l outcomes at the end of the following year (Papic & Mulligan, 2007).”
- Mathematics Education in the Early Years: Building Bridges (2009, background): “It was noted that ‘the development of pattern as a unit of repeat promoted other mathematical processes such as multiplicative thinking and transformation skills’ (Papic & Mulligan, 2007, p. 599).”
- Instructing First-Grade Children on Patterning Improves Reading and Mathematics (2014, background): “…number (Economopolous, 1998); detecting regularity (Scandura, 1971); identifying, constructing, and abstracting the unit and number of repetitions (Papic & Mulligan, 2007); and Correspondence regarding this article should be addressed to Robert Pasnak, PhD, Department of Psychology, George Mason…”
- Towards understanding the origins of children's difficulties in mathematics learning (2011, background): “Pre-schoolers’ development of patterning skills: An intervention study Papic and Mulligan (2007) studied patterning strategies during the year prior to formal schooling in 53 children from two similar pre-schools.”