文章基本信息

标题：Empirical Studies of Patterning
本地全文：下载
作者：Robert Pasnak
期刊名称：Psychology
印刷版ISSN：2152-7180
电子版ISSN：2152-7199
出版年度：2017
卷号：08
期号：13
页码：2276-2293
DOI：10.4236/psych.2017.813144
语种：English
出版社：Scientific Research Publishing
摘要：Young children have been taught simple sequences of alternating shapes and colors, referred to as “patterning”, for the past half century in the hope that their understanding of prealgebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children’s academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.
关键词：Patterning;Sequences;Mathematics;Reading;Literacy;Prealgebra