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Preschoolers' repeating patterning knowledge is predictive of their concurrent and later math and numeracy knowledge, but strong experimental evidence is needed to determine if these relations are causal. The purpose of the current Study was to examine the causal effects of repeating patterning and numeracy tutoring on repeating patterning, numeracy, and general mathematics knowledge in the year before kindergarten (i.e., pre-K). Children in pre-K (N = 211) were randomly assigned to receive five sessions of researcher-delivered tutoring (a) on repeating patterns and numeracy or (b) on numeracy (and literacy as an active control), or received no tutoring and business as usual classroom instruction(control). Children who received tutoring in repeating patterning and numeracy improved in their repeating patterning knowledge the most. However, children's general math and numeracy knowledge improved similarly across conditions, and a specific aspect of numeracy emphasized during the tutoring did not improve. Children's repeating patterning knowledge is malleable, but this initial attempt to demonstrate causal links between repeating patterning and math knowledge was not successful. Results parallel mixed success in research training other skills, such as working memory or spatial skills, for improving mathematics knowledge. Findings are discussed in terms of the relations between patterning, numeracy, and general math knowledge in preschoolers. [This paper will be published in "Journal of Educational Psychology."]

The current study broadens our understanding of preschoolers' early math experiences with parents, recognizing that math knowledge and experiences are inclusive of numeracy as well as non-numeracy domains. Parents and preschoolers (N = 45) were observed exploring three domains of early mathematics knowledge (i.e., number, space, and pattern) during play in three activities (playing cards, building with blocks, and stringing beads, all with activity suggestions). Children were administered a broad math and numeracy measure, and individual measures of spatial and patterning skills concurrently and 7 months later. Dyads explored math broadly across most activities, but emphasized number more than space or patterning. In addition, there was more overall math exploration during card and bead play than block play, with the greatest parent support during card play. Parent support was not linked to children's skills, although children's exploration of space and patterns related moderately to their concurrent spatial and pattern skills. Overall, parents and young children explored a variety of early math domains in guided play contexts, with an emphasis on numeracy. Future work should aim to increase the breadth and rigor of individual concepts that parents and preschoolers explore during play. [This paper was published in "Journal of Experimental Child Psychology" v192 2020.]

Both recent evidence and research-based early mathematics curricula indicate that repeating patterns--predictable sequences that follow a rule--are a topic of major importance for mathematics development. The purpose of the current study was to help build a theory for how early repeating patterning knowledge contributes to early math development, focusing on development in children ages 4-6. The current study examined the relation between 65 preschool children's repeating patterning knowledge (via a fast, teacher friendly measure) and their end-of-kindergarten broad math and numeracy knowledge, controlling for verbal and visual-spatial working memory (WM) skills as well as end-of-pre-k broad math knowledge. Relations were also examined between repeating patterning and specific aspects of their numeracy knowledge--knowledge of the count sequence to 100 and the successor principle. Children's repeating patterning knowledge was significantly predictive of their broad math and general numeracy knowledge, as well as one specific aspect of their numeracy knowledge (counting to 100), even after controlling for verbal and visual-spatial WM skills. It remained a unique predictor of general numeracy knowledge and count to 100 after controlling for end-of-pre-K broad math knowledge. The relation between repeating patterning and mathematics may be explained by the central role that identifying predictable sequences based on underlying rules plays in both. Theories of math development and early math instruction standards should give greater attention to the role of children's repeating patterning knowledge. [This paper will be published in the "Journal of Experimental Child Psychology."]