First graders' use of structure in visual memory and unitising area tasks

Mulligan, J; Prescott, AE

First graders' use of structure in visual memory and unitising area tasks

Mulligan, J Prescott, AE

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Publisher:: MERGA
Publication Type:: Conference Proceeding
Citation:: Mathematics Education Research:Innovation, Networking, Opportunity - Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Asutralasia MERGA 26, 2003, 2 pp. 539 - 546
Issue Date:: 2003-01

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Field	Value	Language
dc.contributor.author	Mulligan, J	en_US
dc.contributor.author	Prescott, AE https://orcid.org/0000-0001-7976-3438	en_US
dc.contributor.editor	Bragg, L	en_US
dc.contributor.editor	Campbell, C	en_US
dc.contributor.editor	Herbert, G	en_US
dc.contributor.editor	Mousley, J	en_US
dc.date	2003-03-06	en_US
dc.date.issued	2003-01	en_US
dc.identifier.citation	Mathematics Education Research:Innovation, Networking, Opportunity - Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Asutralasia MERGA 26, 2003, 2 pp. 539 - 546	en_US
dc.identifier.isbn	192084600X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12056
dc.description.abstract	A cross-sectional descriptive study of 103 Grade I students from ten Sydney schools investigated the use of mathematical and spatial structure across 30 numeracy tasks. This report describes students' levels of structural development across two key tasks on visual memory and area as emergent, partial or identifiable structure. Lower-achieving students who lacked structure in their responses did not appear to be located on the same developmental path as other students. Qualitative analysis supported the findings of Gray, Pitta and Tall (2000) and Thomas, Mulligan and Goldin (2002) - that in the abstraction of mathematical concepts these students may concentrate on idiosyncratic non-mathematical aspects of their experience.	en_US
dc.publisher	MERGA	en_US
dc.relation.ispartof	Mathematics Education Research:Innovation, Networking, Opportunity - Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Asutralasia MERGA 26	en_US
dc.relation.ispartof	MERGA	en_US
dc.title	First graders' use of structure in visual memory and unitising area tasks	en_US
dc.type	Conference Proceeding
utslib.citation.volume	2	en_US
utslib.location	Sydney, Australia	en_US
utslib.location.activity	Geelong, Australia	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
utslib.for	130306 Educational Technology and Computing	en_US
dc.location.activity	Geelong, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	Sydney, Australia	en_US
pubs.start-date	2003-03-06	en_US
pubs.volume	2	en_US

Abstract:

A cross-sectional descriptive study of 103 Grade I students from ten Sydney schools investigated the use of mathematical and spatial structure across 30 numeracy tasks. This report describes students' levels of structural development across two key tasks on visual memory and area as emergent, partial or identifiable structure. Lower-achieving students who lacked structure in their responses did not appear to be located on the same developmental path as other students. Qualitative analysis supported the findings of Gray, Pitta and Tall (2000) and Thomas, Mulligan and Goldin (2002) - that in the abstraction of mathematical concepts these students may concentrate on idiosyncratic non-mathematical aspects of their experience.

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http://hdl.handle.net/10453/12056