Using network analysis to connect structural relationships in early mathematics assessment

Geoff Woolcott, Daniel Chamberlain, Joanne Mulligan

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    Abstract

    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.
    Original languageEnglish
    Title of host publicationClimbing mountains, building bridges
    Subtitle of host publicationproceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
    EditorsKim Beswick, Tracey Muir, Jill Wells
    Place of PublicationHobart
    PublisherUniversity of Tasmania
    Pages321-328
    Number of pages8
    Volume4
    ISBN (Print)9781862958296
    Publication statusPublished - 2015
    EventConference of the International Group for the Psychology of Mathematics Education (39th : 2015) - Hobart, Australia
    Duration: 13 Jul 201518 Jul 2015

    Conference

    ConferenceConference of the International Group for the Psychology of Mathematics Education (39th : 2015)
    CityHobart, Australia
    Period13/07/1518/07/15

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    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.