Using network analysis to connect structural relationships in early mathematics assessment

Geoff Woolcott; Daniel Chamberlain; Joanne Mulligan

Using network analysis to connect structural relationships in early mathematics assessment

Geoff Woolcott, Daniel Chamberlain, Joanne Mulligan

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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
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

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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). University of Tasmania.

Woolcott, Geoff ; Chamberlain, Daniel ; Mulligan, Joanne. / Using network analysis to connect structural relationships in early mathematics assessment. Climbing mountains, building bridges: proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. editor / Kim Beswick ; Tracey Muir ; Jill Wells. Vol. 4 Hobart : University of Tasmania, 2015. pp. 321-328

@inproceedings{f981e05fdea941d8b4f97fcb5dd823b9,

title = "Using network analysis to connect structural relationships in early mathematics assessment",

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.",

author = "Geoff Woolcott and Daniel Chamberlain and Joanne Mulligan",

year = "2015",

language = "English",

isbn = "9781862958296",

volume = "4",

pages = "321--328",

editor = "Kim Beswick and Tracey Muir and Jill Wells",

booktitle = "Climbing mountains, building bridges",

publisher = "University of Tasmania",

note = "Conference of the International Group for the Psychology of Mathematics Education (39th : 2015) ; Conference date: 13-07-2015 Through 18-07-2015",

}

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, University of Tasmania, Hobart, pp. 321-328, Conference of the International Group for the Psychology of Mathematics Education (39th : 2015), Hobart, Australia, 13/07/15.

Using network analysis to connect structural relationships in early mathematics assessment. / Woolcott, Geoff; Chamberlain, Daniel; Mulligan, Joanne.
Climbing mountains, building bridges: proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. ed. / Kim Beswick; Tracey Muir; Jill Wells. Vol. 4 Hobart: University of Tasmania, 2015. p. 321-328.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Using network analysis to connect structural relationships in early mathematics assessment

AU - Woolcott, Geoff

AU - Chamberlain, Daniel

AU - Mulligan, Joanne

PY - 2015

Y1 - 2015

N2 - 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.

AB - 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.

M3 - Conference proceeding contribution

SN - 9781862958296

VL - 4

SP - 321

EP - 328

BT - Climbing mountains, building bridges

A2 - Beswick, Kim

A2 - Muir, Tracey

A2 - Wells, Jill

PB - University of Tasmania

CY - Hobart

T2 - Conference of the International Group for the Psychology of Mathematics Education (39th : 2015)

Y2 - 13 July 2015 through 18 July 2015

ER -

Woolcott G, Chamberlain D, Mulligan J. Using network analysis to connect structural relationships in early mathematics assessment. In Beswick K, Muir T, Wells J, editors, Climbing mountains, building bridges: proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Vol. 4. Hobart: University of Tasmania. 2015. p. 321-328

Using network analysis to connect structural relationships in early mathematics assessment

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