Noticing mathematical pattern and structure embodied in young children’s play

Catherine McCluskey, Joanne Mulligan, Penelope Van Bergen

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

Abstract

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.
Original languageEnglish
Title of host publicationMaking waves, opening spaces
Subtitle of host publicationproceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia
EditorsJodie Hunter, Lisa Darragh, Pam Perger
Place of PublicationAdelaide, SA
PublisherMERGA
Pages535-542
Number of pages8
ISBN (Print)9781920846282
Publication statusPublished - 2018
EventAnnual Conference of the Mathematics Education Research Group of Australasia (41st : 2018) - Massey University, Auckland, New Zealand
Duration: 1 Jul 20185 Jul 2018

Conference

ConferenceAnnual Conference of the Mathematics Education Research Group of Australasia (41st : 2018)
CountryNew Zealand
CityAuckland
Period1/07/185/07/18

Cite this

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.