Promoting early mathematical structural development through an integrated assessment and pedagogical program

Joanne Mulligan, Michael Mitchelmore

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    Early development of mathematical patterns and structures has been the focus of a suite of studies with four- to eight-year olds comprising the Australian Pattern and Structure Project over the past decade. Awareness of Mathematical Pattern and Structure (AMPS) has been identified and measured, and found to be indicative of general mathematical achievement. A revised interview-based assessment, the Pattern and Structure Assessment (PASA) is represented in three forms, validated in a recent study with children in the first two years of formal schooling. The Pattern and Structure Mathematics Awareness Program (PASMAP) is described as two phases of Learning Pathways according to five structural groupings: sequences, structured counting, shape and alignment, equal spacing and partitioning. These groupings were found to be critical to developing coherent mathematical concepts and relationships. Implications for research in early mathematical development are outlined.
    Original languageEnglish
    Title of host publicationContemporary research and perspectives on early childhood mathematics education
    EditorsIliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz
    Place of PublicationCham, Switzerland
    PublisherSpringer, Springer Nature
    Chapter2
    Pages17-33
    Number of pages17
    ISBN (Electronic)9783319734323
    ISBN (Print)9783319734316
    DOIs
    Publication statusPublished - 2018

    Publication series

    NameICME-13 Monographs
    ISSN (Print)2520-8322
    ISSN (Electronic)2520-8330

    Keywords

    • early childhood
    • mathematics education
    • patterns
    • structural development
    • intervention

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