A developing framework for identifying young children's engagement with spatial features of play spaces

Catherine McCluskey, Joanne Mulligan

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    Abstract

    In this presentation, we report on our initial analysis of preschool children’s engagement with spatial features of play spaces. The analysis focusses on noticing an awareness of mathematical pattern and structure (AMPS) evident in their play. The notion of spatial structure in play contexts will distinguish features of dynamic action such as children’s movement through play spaces and the comparison, transformation, and navigation of 3D objects. The pattern and structure of mathematical concepts identified in this analysis will be compared with those evident in the Pattern and Structural Awareness Program (PASMAP, Mulligan & Mitchelmore, 2016). Future areas for research will be discussed.
    Original languageEnglish
    Title of host publication40 years on: we are still learning
    Subtitle of host publicationproceedings of the 40th Annual conference of Mathematics Education Research Group of Australasia
    EditorsAnn Patricia Downton, Sharyn Livy, Jennifer Hall
    Place of PublicationMelbourne
    PublisherMathematics Education Research Group of Australasia
    Number of pages1
    Publication statusPublished - 2017
    Event40 years on: We are still learning: 40th Annual conference of Mathematics Education Research Group of Australasia - Monash University, Melbourne, Australia
    Duration: 2 Jul 20176 Jul 2017
    Conference number: 40

    Conference

    Conference40 years on: We are still learning
    CountryAustralia
    CityMelbourne
    Period2/07/176/07/17

    Cite this