Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving

Karoline Afamasaga-Fuata'i

Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving

Karoline Afamasaga-Fuata'i

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Assessing students' conceptual understanding and critical thinking is a real problem for student teachers. The paper presents applications of Novak-type concept maps and Gowin's vee diagrams as means of depicting students' understanding of the knowledge structure of mathematics topics and problems and promoting critical thinking whilst solving problems. Although completed concept maps and vee diagrams illustrate connections between concepts and procedures, their construction is dependent on the extent of reflective and critical thinking students invest in the process. The tools may be used to support students' reasoning while and thinking and working mathematically in primary and secondary mathematics classrooms.

Original language	English
Title of host publication	Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of The Australian Association of Mathematics Teachers
Editors	Mary Coupland, Judy Anderson, Toby Spencer
Place of Publication	Adelaide, Australia
Publisher	Australian Association of Mathematics Teachers Inc
Pages	43-52
ISBN (Print)	1875900586
Publication status	Published - 2005
Event	AAMT 2005: 20th Australian Association of Mathematics Teachers Biennial Conference - Sydney, Australia Duration: 17 Jan 2005 → 20 Jan 2005

Conference

Conference	AAMT 2005: 20th Australian Association of Mathematics Teachers Biennial Conference
City	Sydney, Australia
Period	17/01/05 → 20/01/05

Keywords

Mathematics and Numeracy Curriculum and Pedagogy

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https://hdl.handle.net/1959.11/11352

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Afamasaga-Fuata'i, K. (2005). Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving. In M. Coupland, J. Anderson, & T. Spencer (Eds.), Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of The Australian Association of Mathematics Teachers (pp. 43-52). Australian Association of Mathematics Teachers Inc. https://hdl.handle.net/1959.11/11352

Afamasaga-Fuata'i, Karoline. / Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving. Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of The Australian Association of Mathematics Teachers. editor / Mary Coupland ; Judy Anderson ; Toby Spencer. Adelaide, Australia : Australian Association of Mathematics Teachers Inc, 2005. pp. 43-52

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abstract = "Assessing students' conceptual understanding and critical thinking is a real problem for student teachers. The paper presents applications of Novak-type concept maps and Gowin's vee diagrams as means of depicting students' understanding of the knowledge structure of mathematics topics and problems and promoting critical thinking whilst solving problems. Although completed concept maps and vee diagrams illustrate connections between concepts and procedures, their construction is dependent on the extent of reflective and critical thinking students invest in the process. The tools may be used to support students' reasoning while and thinking and working mathematically in primary and secondary mathematics classrooms.",

keywords = "Mathematics and Numeracy Curriculum and Pedagogy",

author = "Karoline Afamasaga-Fuata'i",

note = "Paper also published as an article in <em>Australian Mathematics Teacher</em>, 64(2), p. 8-17.; AAMT 2005: 20th Australian Association of Mathematics Teachers Biennial Conference ; Conference date: 17-01-2005 Through 20-01-2005",

year = "2005",

language = "English",

isbn = "1875900586",

pages = "43--52",

editor = "Mary Coupland and Judy Anderson and Toby Spencer",

booktitle = "Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of The Australian Association of Mathematics Teachers",

publisher = "Australian Association of Mathematics Teachers Inc",

}

Afamasaga-Fuata'i, K 2005, Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving. in M Coupland, J Anderson & T Spencer (eds), Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of The Australian Association of Mathematics Teachers. Australian Association of Mathematics Teachers Inc, Adelaide, Australia, pp. 43-52, AAMT 2005: 20th Australian Association of Mathematics Teachers Biennial Conference, Sydney, Australia, 17/01/05. <https://hdl.handle.net/1959.11/11352>

Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving. / Afamasaga-Fuata'i, Karoline.
Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of The Australian Association of Mathematics Teachers. ed. / Mary Coupland; Judy Anderson; Toby Spencer. Adelaide, Australia: Australian Association of Mathematics Teachers Inc, 2005. p. 43-52.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Afamasaga-Fuata'i K. Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving. In Coupland M, Anderson J, Spencer T, editors, Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of The Australian Association of Mathematics Teachers. Adelaide, Australia: Australian Association of Mathematics Teachers Inc. 2005. p. 43-52

Students' conceptual understanding and critical thinking? A case for concept maps and vee diagrams in mathematics problem solving

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