Investigating Evidence of Girls’ and Boys’ Early Symmetry Knowledge Through Multiple Modes of Assessment

Book Editors

Marja van den Heuvel-Panhuizen, Angelika Kullberg

Type

Conference Proceeding

Publication Date

2021

Book Title

Proceedings of the 14th International Congress on Mathematical Education Topic Study Group 1: Mathematics Education at Preschool Level

Publisher

East China Normal University

Pages

21-25

Description

Symmetry is a fundamental geometric concept that receives minimal attention in early childhood curriculum. This study sought to explore the relationships between children’s accurate identification and explanation of symmetric transformations after a symmetry software intervention and children’s performance on a post-test that asked students to draw symmetric transformations and identify lines of symmetry. This study also sought to explore whether the relationships between these measures differed for girls and for boys. Positive correlations between accurate symmetry identification and the domains assessed at post-test and between explanations of symmetries and the domains assessed at post-test were found for participants overall, and similar patterns were found for girls and for boys. The findings have implications for software learning opportunities and modes of assessment for all children

ISBN

9789811289378

Published Citation

Fletcher, N., Luna Bazaldúa, D., & Ginsburg, H. P. (2021). Investigating evidence of girls’ and boys’ early symmetry knowledge through multiple modes of assessment. In M. van den Heuvel-Panhuizen & A. Kullberg (Eds.), Proceedings of the 14th International Congress on Mathematical Education Topic Study Group 1: Mathematics Education at Preschool Level (pp. 21-25). East China Normal University, Shanghai, China.

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