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

Joanne Mulligan; Michael Mitchelmore

doi:10.1007/978-3-319-73432-3_2

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

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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 language	English
Title of host publication	Contemporary research and perspectives on early childhood mathematics education
Editors	Iliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz
Place of Publication	Cham, Switzerland
Publisher	Springer, Springer Nature
Chapter	2
Pages	17-33
Number of pages	17
ISBN (Electronic)	9783319734323
ISBN (Print)	9783319734316
DOIs	https://doi.org/10.1007/978-3-319-73432-3_2
Publication status	Published - 2018

Publication series

Name	ICME-13 Monographs
ISSN (Print)	2520-8322
ISSN (Electronic)	2520-8330

Keywords

early childhood
mathematics education
patterns
structural development
intervention

Access to Document

10.1007/978-3-319-73432-3_2

Cite this

Mulligan, J., & Mitchelmore, M. (2018). Promoting early mathematical structural development through an integrated assessment and pedagogical program. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Eds.), Contemporary research and perspectives on early childhood mathematics education (pp. 17-33). (ICME-13 Monographs). Springer, Springer Nature. https://doi.org/10.1007/978-3-319-73432-3_2

Mulligan, Joanne ; Mitchelmore, Michael. / Promoting early mathematical structural development through an integrated assessment and pedagogical program. Contemporary research and perspectives on early childhood mathematics education . editor / Iliada Elia ; Joanne Mulligan ; Ann Anderson ; Anna Baccaglini-Frank ; Christiane Benz. Cham, Switzerland : Springer, Springer Nature, 2018. pp. 17-33 (ICME-13 Monographs).

@inbook{b47607bc96fb4691845c4c6e8c6a6587,

title = "Promoting early mathematical structural development through an integrated assessment and pedagogical program",

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.",

keywords = "early childhood, mathematics education, patterns, structural development, intervention",

author = "Joanne Mulligan and Michael Mitchelmore",

year = "2018",

doi = "10.1007/978-3-319-73432-3_2",

language = "English",

isbn = "9783319734316",

series = "ICME-13 Monographs",

publisher = "Springer, Springer Nature",

pages = "17--33",

editor = "Iliada Elia and Joanne Mulligan and Ann Anderson and Anna Baccaglini-Frank and Christiane Benz",

booktitle = "Contemporary research and perspectives on early childhood mathematics education",

address = "United States",

}

Mulligan, J & Mitchelmore, M 2018, Promoting early mathematical structural development through an integrated assessment and pedagogical program. in I Elia, J Mulligan, A Anderson, A Baccaglini-Frank & C Benz (eds), Contemporary research and perspectives on early childhood mathematics education . ICME-13 Monographs, Springer, Springer Nature, Cham, Switzerland, pp. 17-33. https://doi.org/10.1007/978-3-319-73432-3_2

Promoting early mathematical structural development through an integrated assessment and pedagogical program. / Mulligan, Joanne; Mitchelmore, Michael.
Contemporary research and perspectives on early childhood mathematics education . ed. / Iliada Elia; Joanne Mulligan; Ann Anderson; Anna Baccaglini-Frank; Christiane Benz. Cham, Switzerland: Springer, Springer Nature, 2018. p. 17-33 (ICME-13 Monographs).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Promoting early mathematical structural development through an integrated assessment and pedagogical program

AU - Mulligan, Joanne

AU - Mitchelmore, Michael

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

KW - early childhood

KW - mathematics education

KW - patterns

KW - structural development

KW - intervention

UR - http://www.springer.com/gp/book/9783319734316

U2 - 10.1007/978-3-319-73432-3_2

DO - 10.1007/978-3-319-73432-3_2

M3 - Chapter

SN - 9783319734316

T3 - ICME-13 Monographs

SP - 17

EP - 33

BT - Contemporary research and perspectives on early childhood mathematics education

A2 - Elia, Iliada

A2 - Mulligan, Joanne

A2 - Anderson, Ann

A2 - Baccaglini-Frank, Anna

A2 - Benz, Christiane

PB - Springer, Springer Nature

CY - Cham, Switzerland

ER -

Mulligan J, Mitchelmore M. Promoting early mathematical structural development through an integrated assessment and pedagogical program. In Elia I, Mulligan J, Anderson A, Baccaglini-Frank A, Benz C, editors, Contemporary research and perspectives on early childhood mathematics education . Cham, Switzerland: Springer, Springer Nature. 2018. p. 17-33. (ICME-13 Monographs). doi: 10.1007/978-3-319-73432-3_2

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

Abstract

Publication series

Keywords

Access to Document

Other files and links

Fingerprint

Cite this