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

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 language	English
Pages (from-to)	10-15
Number of pages	6
Journal	Australian primary mathematics classroom
Volume	13
Issue number	3
Publication status	Published - 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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Cite this

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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.",

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AU - Highfield, Kate

N1 - 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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AB - 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.

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

Abstract

Bibliographical note

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Cite this