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Title: Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems
Contributor(s): Afamasaga-Fuata'i, Karoline  (author)
Publication Date: 2007
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Abstract: Data presented is from a case study, which investigated a primary student teacher's developing expertise concept mapping syllabus outcomes and constructing vee diagrams of problems. Findings suggest the student teacher developed enhanced skills to critically analyse syllabus outcomes and a related problem, competently justify multiple methods using principles and effectively communicate mathematical ideas, and as a result, developed a deeper, conceptual understanding of the developmental and sequential nature of the sub-strand across different stages. Implications for teaching primary mathematics are provided.
Publication Type: Conference Publication
Conference Details: AAMT 2007: 21st Australian Association of Mathematics Teachers Biennial Conference, Hobart, Australia, 6th - 9th July, 2007
Source of Publication: Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc, p. 102-111
Publisher: Australia Association of Mathematics Teachers
Place of Publication: Adelaide, Australia
Fields of Research (FoR) 2008: 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Objective (SEO) 2008: 930203 Teaching and Instruction Technologies
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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Appears in Collections:Conference Publication

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