De relatie tussen verschillende typen patroonherkenning en rekenvaardigheid bij basisschoolkinderen

Abstract

Patterning is thought to have a profound effect on mathematical skill. The current study aimed to assess the relation between different types of patterning (i.e. geometrical, ordinal and numeric) and mathematical skill in children ages six to ten. It was hypothesized that all types of patterning have a positive relation with mathematical skill and numerical patterning is the best predictor. 98 children from a convenience sample of Dutch and international schools were assessed on patterning and mathematical skills. The patterning skills were tested group-wise using three paper-and-pencil tests. Mathematical skills were assessed by using the ability scores of the Cito Rekenen-Wiskunde and Progress Test in Maths. Relations between the variables were assessed using Spearman’s rho analysis. The explained variance of each type of patterning was assessed using multiple regression analysis and Dominance Approach was used to determine the type of dominance and which variable dominantly predicted mathematical skill. The analysis showed a weak significant positive relation between numerical patterning and mathematical skills, a very weak non-significant positive relation between ordinal patterning and mathematical skills and a non-significant null-relation between geometrical patterning and mathematical skills. Numerical patterning was the best predictor and showed complete dominance, where ordinal and geometrical patterning were no significant predictors. These results do not align with existing theory, which could be a consequence of the sampling, use of tests or moderating factors. More research on how patterning predicts mathematical skill is necessary so interventions can be developed to improve the mathematic skills of children at school.