Developing a scale to measure awareness of mathematical pattern and structure (AMPS)

Michael Mitchelmore, Joanne Mulligan

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

Abstract

Awareness of Mathematical Pattern and Structure (AMPS) has been described as a general construct that underpins early mathematical development. To measure and validate AMPS, a 14-16 item interview-based instrument (the Pattern and Structure Assessment, PASA) was re-constructed, administered to a reference sample of 618, 5 to 6-year olds, and subjected to a Rasch analysis. PASA provided a reliable and valid measure of AMPS and was found highly correlated with a test of mathematical achievement (PATMaths). PASA advances early numeracy assessment and learning by integrating structural aspects: sequences, shape and alignment, equal spacing, structured counting and partitioning, linked to a pedagogical program (PASMAP).
Original languageEnglish
Title of host publicationMathematics education research – learning, instruction, outcomes & xexus?
Subtitle of host publicationProceedings of the 41st Conference of the International Group of the Psychology of Mathematics Education (PME 41)
EditorsBerinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy
Place of PublicationSingapore
PublisherPME
Pages257-264
Number of pages8
Volume3
ISBN (Print)9781387136124
Publication statusPublished - 2017
EventConference of the International Group for the Psychology of Mathematics Education (41st : 2017) - , Singapore
Duration: 17 Jul 201722 Jul 2017

Conference

ConferenceConference of the International Group for the Psychology of Mathematics Education (41st : 2017)
Abbreviated titlePME 41
CountrySingapore
Period17/07/1722/07/17

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Mitchelmore, M., & Mulligan, J. (2017). Developing a scale to measure awareness of mathematical pattern and structure (AMPS). In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Mathematics education research – learning, instruction, outcomes & xexus?: Proceedings of the 41st Conference of the International Group of the Psychology of Mathematics Education (PME 41) (Vol. 3, pp. 257-264). Singapore: PME.