An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project: key findings and implications

Joanne Mulligan; Lyn English; Michael Mitchelmore

An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project: key findings and implications

Joanne Mulligan, Lyn English, Michael Mitchelmore

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

The Pattern and Structure Mathematics Awareness Project (PASMAP) has investigated the development of patterning and early algebraic reasoning among 4 to 8 year olds over a series of related studies. We assert that an awareness of mathematical pattern and structure (AMPS) enables mathematical thinking and simple forms of generalization from an early age. This paper provides an overview of key findings of the Reconceptualizing Early Mathematics Learning empirical evaluation study involving 316 Kindergarten students from 4 schools. The study found highly significant differences on PASA scores for PASMAP students. Analysis of structural development showed increased levels for the PASMAP students; those categorised as low ability developed improved structural responses over a short period of time.

Original language	English
Title of host publication	Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education
Subtitle of host publication	mathematics learning across the lifespan
Editors	A. M. Lindmeier, A. Heinze
Place of Publication	Germany
Publisher	PME
Pages	337-344
Number of pages	8
Volume	3
ISBN (Print)	9783890882895
Publication status	Published - 2013
Event	Conference of the International Group for the Psychology of Mathematics Education (37th : 2013) - Kiel, Germany Duration: 28 Jul 2013 → 2 Aug 2013

Conference

Conference	Conference of the International Group for the Psychology of Mathematics Education (37th : 2013)
City	Kiel, Germany
Period	28/07/13 → 2/08/13

Cite this

Mulligan, J., English, L., & Mitchelmore, M. (2013). An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project: key findings and implications. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: mathematics learning across the lifespan (Vol. 3, pp. 337-344). PME.

Mulligan, Joanne ; English, Lyn ; Mitchelmore, Michael. / An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project : key findings and implications. Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: mathematics learning across the lifespan. editor / A. M. Lindmeier ; A. Heinze. Vol. 3 Germany : PME, 2013. pp. 337-344

@inproceedings{bba2728b6c8943538049f3479fd2394b,

title = "An evaluation of the Australian {\textquoteleft}Reconceptualising Early Mathematics Learning{\textquoteright} project: key findings and implications",

abstract = "The Pattern and Structure Mathematics Awareness Project (PASMAP) has investigated the development of patterning and early algebraic reasoning among 4 to 8 year olds over a series of related studies. We assert that an awareness of mathematical pattern and structure (AMPS) enables mathematical thinking and simple forms of generalization from an early age. This paper provides an overview of key findings of the Reconceptualizing Early Mathematics Learning empirical evaluation study involving 316 Kindergarten students from 4 schools. The study found highly significant differences on PASA scores for PASMAP students. Analysis of structural development showed increased levels for the PASMAP students; those categorised as low ability developed improved structural responses over a short period of time.",

author = "Joanne Mulligan and Lyn English and Michael Mitchelmore",

year = "2013",

language = "English",

isbn = "9783890882895",

volume = "3",

pages = "337--344",

editor = "Lindmeier, {A. M.} and A. Heinze",

booktitle = "Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education",

publisher = "PME",

note = "Conference of the International Group for the Psychology of Mathematics Education (37th : 2013) ; Conference date: 28-07-2013 Through 02-08-2013",

}

Mulligan, J, English, L & Mitchelmore, M 2013, An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project: key findings and implications. in AM Lindmeier & A Heinze (eds), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: mathematics learning across the lifespan. vol. 3, PME, Germany, pp. 337-344, Conference of the International Group for the Psychology of Mathematics Education (37th : 2013), Kiel, Germany, 28/07/13.

An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project: key findings and implications. / Mulligan, Joanne; English, Lyn; Mitchelmore, Michael.
Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: mathematics learning across the lifespan. ed. / A. M. Lindmeier; A. Heinze. Vol. 3 Germany: PME, 2013. p. 337-344.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project

T2 - Conference of the International Group for the Psychology of Mathematics Education (37th : 2013)

AU - Mulligan, Joanne

AU - English, Lyn

AU - Mitchelmore, Michael

PY - 2013

Y1 - 2013

N2 - The Pattern and Structure Mathematics Awareness Project (PASMAP) has investigated the development of patterning and early algebraic reasoning among 4 to 8 year olds over a series of related studies. We assert that an awareness of mathematical pattern and structure (AMPS) enables mathematical thinking and simple forms of generalization from an early age. This paper provides an overview of key findings of the Reconceptualizing Early Mathematics Learning empirical evaluation study involving 316 Kindergarten students from 4 schools. The study found highly significant differences on PASA scores for PASMAP students. Analysis of structural development showed increased levels for the PASMAP students; those categorised as low ability developed improved structural responses over a short period of time.

AB - The Pattern and Structure Mathematics Awareness Project (PASMAP) has investigated the development of patterning and early algebraic reasoning among 4 to 8 year olds over a series of related studies. We assert that an awareness of mathematical pattern and structure (AMPS) enables mathematical thinking and simple forms of generalization from an early age. This paper provides an overview of key findings of the Reconceptualizing Early Mathematics Learning empirical evaluation study involving 316 Kindergarten students from 4 schools. The study found highly significant differences on PASA scores for PASMAP students. Analysis of structural development showed increased levels for the PASMAP students; those categorised as low ability developed improved structural responses over a short period of time.

M3 - Conference proceeding contribution

SN - 9783890882895

VL - 3

SP - 337

EP - 344

BT - Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education

A2 - Lindmeier, A. M.

A2 - Heinze, A.

PB - PME

CY - Germany

Y2 - 28 July 2013 through 2 August 2013

ER -

Mulligan J, English L, Mitchelmore M. An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project: key findings and implications. In Lindmeier AM, Heinze A, editors, Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: mathematics learning across the lifespan. Vol. 3. Germany: PME. 2013. p. 337-344

An evaluation of the Australian ‘Reconceptualising Early Mathematics Learning’ project: key findings and implications

Abstract

Conference

Fingerprint

Cite this