Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Lukas Baumanns
University of Duisburg-Essen
⬇ Download PDFPatterning skills in first grade are a robust predictor of later mathematics achievement, underscoring the need to foster them. This study examines not only whether a support program for first-graders at risk of developing mathematical difficulties (RMD) reduces errors on repeating-pattern tasks, but also what eye tracking can reveal about pattern-recognition processes. Eighteen RMD first graders were randomly assigned to an RMD support group that received one-to-one instruction on repeating patterns and an RMD control group without additional support. Pre–post test measures showed significant reductions in error rates for both groups. However, only the RMD support group showed gaze shifts towards relational processes. These findings highlight the value of combining process with performance measures when evaluating interventions.
pattern recognitioneye trackingmathematical difficultiesfirst-grade studentsintervention