The Growth of early mathematical patterning: an intervention study

Marina Papic, Joanne Mulligan

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    A case study monitored the development of 53 preschoolers’ mathematical patterning skills in two similar preschools, one of which implemented a 6-month Intervention promoting patterning concepts. Pre- and post-Intervention assessment data and follow-up data evaluated the impact of the Intervention on the growth of Repeating and Spatial Patterns. Intervention children outperformed Non-Intervention children across a range of patterning tasks and this trend was maintained 12 months after formal schooling. Intervention children readily identified the unit of repeat and the structure of spatial patterns. Without exposure to Growing Patterns, intervention children identified, extended, represented and justified triangular and squared number patterns.
    Original languageEnglish
    Title of host publicationMathematics
    Subtitle of host publicationessential research, essential practice : proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, held at Wrest Point Hotel Casino, Hobart, Tasmania, 2--6 July 2007
    EditorsJane Watson, Kim Beswick
    Place of PublicationAdelaide
    Number of pages10
    ISBN (Print)9781920846138
    Publication statusPublished - 2007
    EventMathematics Education Research Group of Australasia Conference (30th : 2007) - Hobart
    Duration: 2 Jul 20076 Jul 2007


    ConferenceMathematics Education Research Group of Australasia Conference (30th : 2007)

    Bibliographical note

    Copyright Mathematics Education Research Group of Australasia Incorporated. Original published at Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at


    • Patterning
    • Preschoolers
    • Early mathematics
    • learning Intervention
    • Early algebra


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