The article illustrates the Kindergarten students' development of mathematical pattern and structure across number, space and measurement from a teaching intervention. The intervention program was focused on pattern-eliciting tasks, which involved teaching episodes focused on unitising, counting, partitioning, simple repetition, functional thinking, spatial structuring and congruence, and similarity.
|Number of pages||6|
|Journal||Australian primary mathematics classroom|
|Publication status||Published - 2008|