Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/78658
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Integrating concepts and processes in early mathematics : the Australian Pattern and Structure Mathematics Awareness Project (PASMAP)
Conference of the International Group for the Psychology of Mathematics Education (30th : 2006) (16 - 21 July 2006 : Prague, Czech Republic)
Novotná, Jarmila; Moraová, Hana; Krátká, Magdalena and Stehlíková, Nad'a. Mathematics in the centre : proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education Charles University, Faculty of Education, Prague, Czech Republic 16-21 July 2006, p.209-216
A broad descriptive study of 103 first graders and 16 longitudinal case studies found that children’s perception and representation of structure generalised across a wide range of mathematical domains. Children’s strategies showing use of pattern and structure were determined from task-based interviews. A high positive correlation (0.944) was found between children’s performance on forty Pattern and Structure Assessment (PASA) tasks, and four stages of structural development: pre-structural, emergent, partial, and structural. Multiplicative structure, including unitising and partitioning, and ‘spatial structuring’, were found as critical to development of pattern and structure.