Afamasaga-Fuata'i, Karoline

2008

A case study investigated a primary preservice teacher's use of concept mapping to interpret 'time' syllabus outcomes of a primary mathematics curriculum and vee diagrams to analyse problems. Findings suggest the preservice teacher developed enhanced skills to critically analyse a topic and a problem. She competently provided mathematical justifications for methods in terms of principles and concepts that are appropriate for primary students, which reflected her developing pedagogical content knowledge and understanding of syllabus outcomes. Constructing concept maps and vee diagrams enabled the preservice teacher to effectively communicate her mathematical ideas, and as a result, developed a deeper, conceptual understanding of the developmental and sequential nature of the mapped sub-strand across the different stages of primary mathematics. Implications for teaching primary mathematics are provided.

Concept Mapping: Connecting Educators - Proceedings of the Third International Conference on Concept Mapping, v.1, p. 181-188

9789985585832

9789985585849

https://hdl.handle.net/1959.11/10309

OU Vali Press

Concept Mapping & Vee Diagramming a Primary Mathematics Sub-Topic: "Time"

Conference Publication

Publication