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Promoting Early Mathematical Structural Development Through an Integrated Assessment and Pedagogical Program

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Contemporary Research and Perspectives on Early Childhood Mathematics Education

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

Early development of mathematical patterns and structures has been the focus of a suite of studies with four- to eight-year olds comprising the Australian Pattern and Structure Project over the past decade. Awareness of Mathematical Pattern and Structure (AMPS) has been identified and measured, and found to be indicative of general mathematical achievement. A revised interview-based assessment, the Pattern and Structure Assessment (PASA) is represented in three forms, validated in a recent study with children in the first two years of formal schooling. The Pattern and Structure Mathematics Awareness Program (PASMAP) is described as two phases of Learning Pathways according to five structural groupings: sequences, structured counting, shape and alignment, equal spacing and partitioning. These groupings were found to be critical to developing coherent mathematical concepts and relationships. Implications for research in early mathematical development are outlined.

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Acknowledgements

The research reported in this paper was supported by Australian Research Council Discovery Grants No. DP0880394 and DP110103586 and the Australian Council for Educational Research (ACER). The authors express their particular thanks to Lyn English, Andrew Stephanou and John Lindsey.

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Authors and Affiliations

  1. Macquarie University, North Ryde, Sydney, 2019, NSW, Australia

    Joanne Mulligan & Michael Mitchelmore

Authors
  1. Joanne Mulligan
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  2. Michael Mitchelmore
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Correspondence to Joanne Mulligan .

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Editors and Affiliations

  1. Department of Education, University of Cyprus, Nicosia, Cyprus

    Iliada Elia

  2. Faculty of Human Sciences, Macquarie University, North Ryde, Sydney, New South Wales, Australia

    Joanne Mulligan

  3. Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, British Columbia, Canada

    Ann Anderson

  4. Department of Mathematics, University of Pisa, Pisa, Italy

    Anna Baccaglini-Frank

  5. Department of Mathematics and Computer Science, University of Education Karlsruhe, Karlsruhe, Germany

    Christiane Benz

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Mulligan, J., Mitchelmore, M. (2018). Promoting Early Mathematical Structural Development Through an Integrated Assessment and Pedagogical Program. In: Elia, I., Mulligan, J., Anderson, A., Baccaglini-Frank, A., Benz, C. (eds) Contemporary Research and Perspectives on Early Childhood Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73432-3_2

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  • DOI: https://doi.org/10.1007/978-3-319-73432-3_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73431-6

  • Online ISBN: 978-3-319-73432-3

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