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

Author(s)
Afamasaga-Fuata'i, Karoline
Publication Date
2007
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.
Citation
Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc, p. 102-111
ISBN
9781875900633
Link
https://hdl.handle.net/1959.11/10957
Language
en
Publisher
Australia Association of Mathematics Teachers
Title
Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems
Type of document
Conference Publication
Entity Type
Publication

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