This position paper proposes that a relationship between young children’s embodied mathematical concepts and their awareness of mathematical pattern and structure (AMPS) (Mulligan & Mitchelmore, 2009) develops through play. Theoretical perspectives on the development of schematic patterns, the embodiment of mathematical understandings, and the development of AMPS are outlined. We propose AMPS may underlie children’s embodied actions in play. Thus, the practice of professionals’ ‘noticing’ is central to supporting children’s development of mathematical concepts. Implications for further research, including the development of an observational framework to notice AMPS through play, are discussed.
|Title of host publication||Making waves, opening spaces|
|Subtitle of host publication||proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia|
|Editors||Jodie Hunter, Lisa Darragh, Pam Perger|
|Place of Publication||Adelaide, SA|
|Number of pages||8|
|Publication status||Published - 2018|
|Event||Annual Conference of the Mathematics Education Research Group of Australasia (41st : 2018) - Massey University, Auckland, New Zealand|
Duration: 1 Jul 2018 → 5 Jul 2018
|Conference||Annual Conference of the Mathematics Education Research Group of Australasia (41st : 2018)|
|Period||1/07/18 → 5/07/18|
McCluskey, C., Mulligan, J., & Van Bergen, P. (2018). Noticing mathematical pattern and structure embodied in young children’s play. In J. Hunter, L. Darragh, & P. Perger (Eds.), Making waves, opening spaces: proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia (pp. 535-542). Adelaide, SA: MERGA.