Awareness of Mathematical Pattern and Structure (AMPS) has been described as a general construct that underpins early mathematical development. Five structural groupings of concepts that contribute to AMPS were assessed through a Pattern and Structure Assessment (PASA) interview conducted with 818 Kindergarten and Grade 1 students. Network analysis was applied to map relationships between the levels of structural development and structural groupings coded from student responses. The network analysis revealed a complex web of interrelationships between students obtaining high and low AMPS levels and within and between particular structural groupings. The analysis showed also that responses in counting-based structural groupings may have masked the difficulties encountered in other structural groupings.
|Title of host publication||Climbing mountains, building bridges|
|Subtitle of host publication||proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education|
|Editors||Kim Beswick, Tracey Muir, Jill Wells|
|Place of Publication||Hobart|
|Publisher||University of Tasmania|
|Number of pages||8|
|Publication status||Published - 2015|
|Event||Conference of the International Group for the Psychology of Mathematics Education (39th : 2015) - Hobart, Australia|
Duration: 13 Jul 2015 → 18 Jul 2015
|Conference||Conference of the International Group for the Psychology of Mathematics Education (39th : 2015)|
|Period||13/07/15 → 18/07/15|
Woolcott, G., Chamberlain, D., & Mulligan, J. (2015). Using network analysis to connect structural relationships in early mathematics assessment. In K. Beswick, T. Muir, & J. Wells (Eds.), Climbing mountains, building bridges: proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 321-328). Hobart: University of Tasmania.