An awareness of pattern and structure (AMPS) is critical in young children’s mathematical development (Mulligan & Mitchelmore, 2009). AMPS is formally assessed in the early years of school (K-3), in structured conditions using predetermined materials, requiring verbal and written responses. However, children also express mathematical thinking non-verbally. What is not understood, is if or how, pattern and structure may emerge informally through movement. For example, could AMPS be embodied through children’s movement in outdoor play spaces? Theoretical perspectives on embodied mathematical cognition and mathematical pattern and structure will be presented to discuss possible relationships between AMPS and children’s movement outdoors.
|Title of host publication||Mathematics education research: impacting practice|
|Subtitle of host publication||Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Gregory Hine, Susan Blackley, Audrey Cooke|
|Place of Publication||Adelaide, SA|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 2019|
|Event||Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019) - Curtin Unversity, Perth, Australia|
Duration: 30 Jun 2019 → 4 Jul 2019
|Conference||Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019)|
|Period||30/06/19 → 4/07/19|
McCluskey, C., Mulligan, J., & Van Bergen, P. (2019). Young children’s movement in outdoor spaces: could this reveal mathematical awareness? In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics education research: impacting practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 484-492). Adelaide, SA: Mathematics Education Research Group of Australasia.