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 language | English |
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| 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 |
| Pages | 321-328 |
| Number of pages | 8 |
| Volume | 4 |
| ISBN (Print) | 9781862958296 |
| 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 | Conference of the International Group for the Psychology of Mathematics Education (39th : 2015) |
|---|---|
| City | Hobart, Australia |
| Period | 13/07/15 → 18/07/15 |