Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems

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.