Reconceptualizing Early Mathematics Learning
Part of the series Advances in Mathematics Education pp 4766
Reconceptualizing Early Mathematics Learning: The Fundamental Role of Pattern and Structure
 Joanne T. MulliganAffiliated withMacquarie University Email author
 , Michael C. MitchelmoreAffiliated withMacquarie University
 , Lyn D. EnglishAffiliated withQueensland University of Technology
 , Nathan CrevenstenAffiliated withQueensland University of Technology
Abstract
The Pattern and Structure Mathematics Awareness Program (PASMAP) was developed concurrently with the studies of AMPS and the development of the Pattern and Structure Assessment (PASA) interview. We summarize some early classroombased teaching studies and describe the PASMAP that resulted. A largescale twoyear longitudinal study, Reconceptualizing Early Mathematics Learning (REML) resulted. We provide an overview of the REML study and discuss the consequences for our view of early mathematics learning.
A purposive sample of four large primary schools, two in Sydney and two in Brisbane, representing 316 students from diverse socioeconomic and cultural contexts, participated in an evaluation of the PASMAP intervention throughout the 2009 school year and a followup assessment in 2010. Two different mathematics programs were implemented: in each school, two Kindergarten teachers implemented the PASMAP and another two implemented their regular program. The study shows that both groups of students made substantial gains on the ‘I Can Do Maths’ standardized assessment and the PASA interview, but highly significant differences were found on the latter with PASMAP students outperforming the regular group on PASA scores. Qualitative analysis of students’ responses for structural development showed increased levels for the PASMAP students. Implications for pedagogy and curriculum are discussed.
Keywords
Early childhood Mathematics Prealgebra Patterns Structure Relationships Structural development Spatial structuring Awareness of mathematical pattern and structure (AMPS) Title
 Reconceptualizing Early Mathematics Learning: The Fundamental Role of Pattern and Structure
 Book Title
 Reconceptualizing Early Mathematics Learning
 Pages
 pp 4766
 Copyright
 2013
 DOI
 10.1007/9789400764408_4
 Print ISBN
 9789400764392
 Online ISBN
 9789400764408
 Series Title
 Advances in Mathematics Education
 Series ISSN
 18694918
 Publisher
 Springer Netherlands
 Copyright Holder
 Springer Science+Business Media Dordrecht
 Additional Links
 Topics
 Keywords

 Early childhood
 Mathematics
 Prealgebra
 Patterns
 Structure
 Relationships
 Structural development
 Spatial structuring
 Awareness of mathematical pattern and structure (AMPS)
 Industry Sectors
 eBook Packages
 Editors

 Lyn D. English ^{(3)}
 Joanne T. Mulligan ^{(4)}
 Editor Affiliations

 3. School of STM Education, Queensland University of Technology
 4. Macquarie University
 Authors

 Joanne T. Mulligan ^{(1)}
 Michael C. Mitchelmore ^{(1)}
 Lyn D. English ^{(2)}
 Nathan Crevensten ^{(2)}
 Author Affiliations

 1. Macquarie University, Sydney, Australia
 2. Queensland University of Technology, Brisbane, Australia
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