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 contributionpeer-review

    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

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