Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Kübra Nur Yüce, Betül Fatma Yıldırım, Muhammet Sıtkı Özger, Canan Şahin, Serkan Özel
Boğaziçi University
⬇ Download PDFThis systematic review synthesizes 92 empirical studies published between 2000 and 2025 to examine the trajectory of research on patterning in mathematics education. Trend analysis reveals a shift from foundational descriptions toward cognitive mechanisms and mathematical outcomes, yet a critical disconnect persists: preschool research is saturated with repeating patterns, while growing patterns are significantly underrepresented until primary school. We synthesize findings on mathematics achievement to argue that mixed intervention results likely stem from failing to distinguish the specific cognitive roles of repeating versus growing patterns. We propose integrating growing patterns into early childhood curricula to bridge this "algebraic gap."
Early mathematicsprimary mathematicsrepeating patternsgrowing patterns