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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10957
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dc.contributor.authorAfamasaga-Fuata'i, Karolineen
local.source.editorEditor(s): Ken Milton, Howard Reeves and Toby Spenceren
dc.date.accessioned2012-08-06T17:24:00Z-
dc.date.issued2007-
dc.identifier.citationMathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc, p. 102-111en
dc.identifier.isbn9781875900633en
dc.identifier.urihttps://hdl.handle.net/1959.11/10957-
dc.description.abstractData 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.en
dc.languageenen
dc.publisherAustralia Association of Mathematics Teachersen
dc.relation.ispartofMathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Incen
dc.titleUsing concept maps and vee diagrams to interpret "area" syllabus outcomes and problemsen
dc.typeConference Publicationen
dc.relation.conferenceAAMT 2007: 21st Australian Association of Mathematics Teachers Biennial Conferenceen
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
local.contributor.firstnameKarolineen
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.seo2008930203 Teaching and Instruction Technologiesen
local.profile.schoolAdministrationen
local.profile.emailkafamasa@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:5391en
local.date.conference6th - 9th July, 2007en
local.conference.placeHobart, Australiaen
local.publisher.placeAdelaide, Australiaen
local.format.startpage102en
local.format.endpage111en
local.peerreviewedYesen
local.contributor.lastnameAfamasaga-Fuata'ien
dc.identifier.staffune-id:kafamasaen
local.profile.roleauthoren
local.identifier.unepublicationidune:11153en
dc.identifier.academiclevelAcademicen
local.title.maintitleUsing concept maps and vee diagrams to interpret "area" syllabus outcomes and problemsen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.aamt.edu.au/Professional-reading/AAMT-conferences/Proceedingsen
local.conference.detailsAAMT 2007: 21st Australian Association of Mathematics Teachers Biennial Conference, Hobart, Australia, 6th - 9th July, 2007en
local.search.authorAfamasaga-Fuata'i, Karolineen
local.uneassociationUnknownen
local.year.published2007en
local.date.start2007-07-06-
local.date.end2007-07-09-
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