Reconceptualising early mathematics learning

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    Over the past decade a suite of studies focused on the early bases of mathematical abstraction and generalisation has indicated that an awareness of mathematical pattern and structure is both critical and salient to mathematical development among young children. Mulligan and colleagues have proposed a new construct, Awareness of Mathematical Pattern and Structure (AMPS), which generalizes across mathematical concepts, can be reliably measured, and is correlated with structural development of mathematics. A current large evaluation study was designed and implemented to measure and describe young children’s structural development of mathematics in the first year of schooling, Reconceptualising Early Mathematics Learning: The Fundamental Role of Pattern and Structure. An intervention was implemented to evaluate the effectiveness of the Pattern and Structure Mathematical Awareness Program (PASMAP) on kindergarten students’ mathematical development. Four large schools (two from Sydney and two from Brisbane), 16 teachers and their 316 students participated in the first phase of a two-year longitudinal study. This paper provides an overview of the background studies that informed the development of PASMAP, describes aspects of the assessment and intervention, and provides some preliminary analysis of the impact of PASMAP on students’ representations of structural development.
    Original languageEnglish
    Title of host publicationTeaching mathematics? Make it count
    Subtitle of host publicationproceedings of the Australian Council for Educational Research (ACER) Numeracy Conference
    EditorsCarolyn Glascodine, Kerry-Anne Hoad
    Place of PublicationCamberwell, VIC
    PublisherAustralian Council for Educational Research (ACER)
    Number of pages6
    ISBN (Print)9780864319586
    Publication statusPublished - 2010
    EventAustralian Council for Educational Research Numeracy Conference - Melbourne
    Duration: 15 Aug 201017 Aug 2010


    ConferenceAustralian Council for Educational Research Numeracy Conference


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