Encouraging mathematical thinking through pattern and structure: an intervention in the first year of schooling

Joanne Mulligan, Michael Mitchelmore, Coral Kemp, Jennie Marston, Kate Highfield

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    Abstract

    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.
    Original languageEnglish
    Pages (from-to)10-15
    Number of pages6
    JournalAustralian primary mathematics classroom
    Volume13
    Issue number3
    Publication statusPublished - 2008

    Bibliographical note

    Version originally published as Mulligan, J., Mitchelmore, M., Kemp, C., Marston, J. & Highfield, K. (2008). Encouraging mathematical thinking through pattern and structure: an intervention in the first year of schooling. Australian primary mathematics classroom, 13(3), 10-15. Version archived for private and non-commercial use with the permission of the author and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom.

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