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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||Handle Link:||https://hdl.handle.net/1959.11/10957||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||Publisher/associated links:||http://www.aamt.edu.au/Professional-reading/AAMT-conferences/Proceedings|
|Appears in Collections:||Conference Publication|
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