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Mulligan, J. T. (2016). Promoting Early Mathematical Structural Development through an Integrated Assessment and Pedagogical Program. In Program of the 13th International Congress on Mathematical Education Topic Study Group 1: Early Childhood Mathematics Education (p. 44). Hamburg: University of Hamburg.

has been cited by the following article:

• TITLE: Comprehending and Using the Mathematical Symbols, from a Quantitative Perspective amongst Preschool and 1st- and 2nd-Grade Pre-Service Teachers

  AUTHORS: Dina Hassidov, Bat-Sheva Ilany

  KEYWORDS: Preschool Teachers, Pre-Service Teachers, Mathematics Education, Early Childhood, Mathematical Symbol

  JOURNAL NAME: Creative Education, Vol.11 No.9, September 8, 2020

  ABSTRACT: A study using both quantitative and qualitative methods was conducted among pre-service teachers for preschool and pre-service teachers for grade 1 and 2 to see if they understood when and how to use the mathematical symbols “ “>”, and “=”. Some had previously participated in a course on the subject. The study showed a significant difference between those who had previously studied the topic and those who had not: the majority of the latter group did not understand that these symbols may be used ONLY in a mathematical sense when comparing quantity and not when comparing graphical images (i.e., different sizes and thicknesses) nor did their use depend on context (graphical vs. numerical comparisons). This particular study was part of a more comprehensive study about the mathematical knowledge of pre-service teachers.