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

Karoline Afamasaga-Fuata'i

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

Karoline Afamasaga-Fuata'i

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

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.

Original language	English
Title of host publication	Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc
Editors	Ken Milton, Howard Reeves, Toby Spencer
Place of Publication	Adelaide, Australia
Publisher	Australia Association of Mathematics Teachers
Pages	102-111
ISBN (Print)	9781875900633
Publication status	Published - 2007
Event	AAMT 2007: 21st Australian Association of Mathematics Teachers Biennial Conference - Hobart, Australia Duration: 6 Jul 2007 → 9 Jul 2007

Conference

Conference	AAMT 2007: 21st Australian Association of Mathematics Teachers Biennial Conference
City	Hobart, Australia
Period	6/07/07 → 9/07/07

Keywords

Mathematics and Numeracy Curriculum and Pedagogy

Access to Document

https://hdl.handle.net/1959.11/10957

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Afamasaga-Fuata'i, K. (2007). Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems. In K. Milton, H. Reeves, & T. Spencer (Eds.), Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc (pp. 102-111). Australia Association of Mathematics Teachers. https://hdl.handle.net/1959.11/10957

Afamasaga-Fuata'i, Karoline. / Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems. Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc. editor / Ken Milton ; Howard Reeves ; Toby Spencer. Adelaide, Australia : Australia Association of Mathematics Teachers, 2007. pp. 102-111

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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.",

keywords = "Mathematics and Numeracy Curriculum and Pedagogy",

author = "Karoline Afamasaga-Fuata'i",

year = "2007",

language = "English",

isbn = "9781875900633",

pages = "102--111",

editor = "Ken Milton and Howard Reeves and Toby Spencer",

booktitle = "Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc",

publisher = "Australia Association of Mathematics Teachers",

note = "AAMT 2007: 21st Australian Association of Mathematics Teachers Biennial Conference ; Conference date: 06-07-2007 Through 09-07-2007",

}

Afamasaga-Fuata'i, K 2007, Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems. in K Milton, H Reeves & T Spencer (eds), Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc. Australia Association of Mathematics Teachers, Adelaide, Australia, pp. 102-111, AAMT 2007: 21st Australian Association of Mathematics Teachers Biennial Conference, Hobart, Australia, 6/07/07. <https://hdl.handle.net/1959.11/10957>

Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems. / Afamasaga-Fuata'i, Karoline.
Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc. ed. / Ken Milton; Howard Reeves; Toby Spencer. Adelaide, Australia: Australia Association of Mathematics Teachers, 2007. p. 102-111.

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

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AU - Afamasaga-Fuata'i, Karoline

PY - 2007

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N2 - 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.

AB - 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.

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PB - Australia Association of Mathematics Teachers

CY - Adelaide, Australia

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Afamasaga-Fuata'i K. Using concept maps and vee diagrams to interpret "area" syllabus outcomes and problems. In Milton K, Reeves H, Spencer T, editors, Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc. Adelaide, Australia: Australia Association of Mathematics Teachers. 2007. p. 102-111

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

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Conference

Keywords

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