@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",

}