Case Studies of Children's Development of Structure in Early Mathematics: A Two-Year Longitudinal Study.
By Joanne Mulligan, M. Mitchelmore, Anne Prescott. 2005
54 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/904e2bcd71ee2f1a5a21269da0c7bf012306acbd
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Julie Sarama
- Douglas H. Clements
- Joanne Mulligan
- Jeffrey E. Barrett
- Mijung Kim
- C. Cullen
- F. Nes
- J. McCool
Citations in the corpus
- CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “Battista, 2007; Mulligan, Mitchelmore & Prescott, 2005; Outhred & Mitchelmore, 2004 )a nd in essence a theoretical articulation of metaphysics.”
- Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment (2008, background): “Clarke et al, 2002 ; Mulligan, Mitchelmore, & Prescott, 2005 ; Mulligan, Prescott, Papic, & Mitchelmore, 2006 ; Siegler & Booth, 2004 ; Van de Rijt & Van Luit, 1999 ; Yuzawa & Bart, 1999 ).”
- Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study (2012, background): “Measurement instruction is often poorly connected with its mathematical foundations, and teachers often miss opportunities to strengthen students' measurement concepts for unit (see a related report: Sophian, 2003 ; Wheatley, 1992 ) and to structure sets of units ( Battista, 2004 ; Mulligan, Mitc”
- Towards understanding the origins of children's difficulties in mathematics learning (2011, background): “The characteristics of poor or absent numerical and spatial structure were repeatedly shown in each response over the ensuing period of time (Mulligan et al., 2005).”
- Mathematics Education and Neurosciences: Relating Spatial Structures to the Development of Spatial Sense and Number Sense (2007, background): “Various studies have shown that children with serious mathematical problems tend not to use any form of structure and continue to count objects one by one ( Mulligan, Mitchelmore, & Prescott, 2005; Van Eerde, 1996).”