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.
|Title of host publication||40 years on: we are still learning|
|Subtitle of host publication||proceedings of the 40th Annual conference of Mathematics Education Research Group of Australasia|
|Editors||Ann Patricia Downton, Sharyn Livy, Jennifer Hall|
|Place of Publication||Melbourne|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||1|
|Publication status||Published - 2017|
|Event||40 years on: We are still learning: 40th Annual conference of Mathematics Education Research Group of Australasia - Monash University, Melbourne, Australia|
Duration: 2 Jul 2017 → 6 Jul 2017
Conference number: 40
|Conference||40 years on: We are still learning|
|Period||2/07/17 → 6/07/17|
McCluskey, C., & Mulligan, J. (2017). A developing framework for identifying young children's engagement with spatial features of play spaces. In A. P. Downton, S. Livy, & J. Hall (Eds.), 40 years on: we are still learning: proceedings of the 40th Annual conference of Mathematics Education Research Group of Australasia Melbourne: Mathematics Education Research Group of Australasia.