Awareness of pattern and structure in early mathematical development

By Joanne Mulligan, M. Mitchelmore. 2009

342 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/eed3da2272674128071352c79ed3e2e2aab9b09a

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Citations in the corpus

What Is a Pattern? Criteria Used by Teachers and Young Children (2012, background): “…continue to grow throughout the early elementary years and can provide a basis for developing mathematical reasoning and functional relationships (Blanton & Kaput, 2005; Carraher et al., 2006; English, 2004; Mason, Stephens, & Watson, 2009; Mulligan & Mitchelmore, 2009; Warren & Cooper, 2008).”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “Researchers (Mason, Stephens, & Watson, 2009; Mulligan & Mitchelmore, 2009) have written about mathematical structure often being expressed in the form of a generalisation or a relationship, which is seen to be constantly true in a domain.”
The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, background): “Recent empirical studies have provided insight into the progression of preschoolers’ pattern knowledge and skills (Clements & Sarama, 2009; Mulligan & Mitchelmore, 2009; Papic et al., 2011; Rittle-Johnson, Fyfe, McLean, & McEldoon, 2013).”
Reconceptualizing early mathematics learning (2013, background): “Mulligan and colleagues have proposed a new construct, Awareness of Mathematical Pattern and Structure (AMPS), which generalises across mathematical concepts, can be reliably measured, and is correlated with increasingly developed structural features of mathematics (Mulligan & Mitchelmore, 2009).”
Emerging Understanding of Patterning in 4-Year-Olds (2013, positive): “A more difficult patterning skill, that cannot be solved using visual matching, is abstracting a pattern—recreating a model pattern using a different set of materials (Clements & Sarama, 2009 ; Mulligan & Mitchelmore, 2009 ; Warren & Cooper, 2006 ).”
Visual templates in pattern generalization activity (2010, background): “On the basis of recent findings at the K-9 and preservice elementary undergraduate levels involving generalization in patterning activity, we still need further research in terms of how such coordination could take place more effectively in a systematic manner ( Mulligan & Mitchelmore, 2009; Warren”
Towards understanding the origins of children's difficulties in mathematics learning (2011, background): “Approximately 90% of responses to the 39 representative tasks were assigned one of four categories of structural development (for method see Mulligan & Mitchelmore, 2009): 1.”
Pattern Understanding: Relationships With Arithmetic and Reading Development (2017, background): “Nonetheless, some have claimed that patterning is central to early mathematical thinking, particularly pre-algebraic reasoning (19-23).”