THE GROWTH OF MATHEMATICAL PATTERNING STRATEGIES IN PRESCHOOL CHILDREN

被引：0
|
作者：
Papic, Marina M. [1 ]
Mulligan, Joanne T. [1 ]
Mitchelmore, Michael C. [1 ]
机构：
[1] Macquarie Univ, Sydney, NSW 2109, Australia
来源：
PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 4 | 2009年 / 4卷
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D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The development of patterning strategies during the year prior to formal schooling was studied in 53 children from two similar preschools. One preschool implemented a 6-month intervention focussing on Repeating and Spatial patterns. An interview-based Early Mathematical Patterning Assessment (EMPA) was developed and administered pre- and post-intervention, and again following the first., year of formal schooling. The intervention group outperformed the comparison group across a wide range of patterning tasks at the post and follow-up assessments, most also being able to extend and explain Growing Patterns which they had not previously experienced
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页码：329 / 336
页数：8
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