Assessing the development of preschoolers' mathematical patterning

The development of patterning strategies during the year prior to formal schooling was studied in 53 children from 2 similar preschools. One preschool implemented a 6-month intervention focusing on repeating and spatial patterns. An interview-based Early Mathematical Patterning Assessment (EMPA) was developed and administered pre- and postintervention, and again following the 1 st year of formal schooling. The intervention group outperformed the comparison group across a wide range of patterning tasks at the post- and follow-up assessments. Children from the intervention group demonstrated greater understanding of unit of repeat and spatial structuring, and most were also able to extend and explain growing patterns 1 year later.contrast, most of the comparison group treated repeating patterns as alternating items and rarely recognized simple geometrical patterns. The findings indicate a fundamental link between patterning and multiplicative reasoning through the development of composite units.32 page(s

The Growth of mathematical patterning strategies in preschool children

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The Impact of a patterns and early algebra program on children in transition to school in Australian indigenous communities

This chapter describes a 3-year early numeracy project conducted with 15 Australian Aboriginal Community Children’s Services across the state of New South Wales and the Australian Capital Territory. The project involved 66 early childhood educators and 255 children aged 4–5 years in the year prior to formal school. The children were engaged in a preschool Patterns and Early Algebra program previously developed and trialed with young children. Following an interview-based assessment, the Early Mathematical Patterning Assessment (EMPA), educators implemented a 12 week intensive program based on early patterning frameworks that developed young children’s early algebraic and mathematical reasoning, communication and problem-solving skills. Data from children’s progression on the frameworks and interview data from primary school teachers in the year following implementation, provided evidence of the impact of the program not only on children’s mathematics learning but on their transition to school.20 page(s

Human Embryos, Induced Pluripotent Stem Cells, and Organoids: Models to Assess the Effects of Environmental Plastic Pollution

For a long time, animal models were used to mimic human biology and diseases. However, animal models are not an ideal solution due to numerous interspecies differences between humans and animals. New technologies, such as human-induced pluripotent stem cells and three-dimensional (3D) cultures such as organoids, represent promising solutions for replacing, refining, and reducing animal models. The capacity of organoids to differentiate, self-organize, and form specific, complex, biologically suitable structures makes them excellent in vitro models of development and disease pathogenesis, as well as drug-screening platforms. Despite significant potential health advantages, further studies and considerable nuances are necessary before their clinical use. This article summarizes the definition of embryoids, gastruloids, and organoids and clarifies their appliance as models for early development, diseases, environmental pollution, drug screening, and bioinformatics

Panel on special needs in research and instruction in whole number arithmetic

Many children have difficulties or problems with learning mathematics. While these difficulties or problems may occur at any stage in learners’ mathematical development, by far the most attention of researchers and practitioners goes to the domain of early and elementary mathematics and, more specifically, to the domain of whole number arithmetic (WNA). Even though the issues of diagnosis of and instruction for children with special mathematical learning needs are getting increasing research attention, research in this area is still lagging behind compared with other academic subjects such as reading. Hereafter, we list some major open questions for research and practice