Implications and Future Research Directions

  • Karoline Afamasaga-Fuata’i


Empirical evidence presented in the preceding chapters demonstrated that there is much to be gained educationally in general, and mathematically in particular, for learners and teachers of mathematics at all levels, through the development and application of an innovative approach to teaching mathematics by utilising the meta-cognitive strategy of concept mapping, available computer software and internet resources and recent developments in mathematics education to improve the processes involved in the planning and teaching of mathematics by teachers and in the learning and assessment of students’ problem solving skills and most important, the constructive development of students’ conceptual understanding of mathematics. Whilst various authors from different parts of the world, investigated and presented the work of one, a few, or many teachers/students, subsequent findings nonetheless suggest potentially viable approaches that could be usefully adopted and adapted in mathematics classrooms anywhere in the world to address the recurring problems experienced by many students as they struggle to make sense of mathematics problems, concepts and processes. These findings have implications for learners of mathematics both in schools and various university programs.


Preservice Teacher Mathematics Education Pedagogical Content Knowledge Mathematics Classroom Meaningful Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Ellis, A. B. (2007). Connections between generalizing and justifying: Students’ reasoning with linear relationships. Journal for Research in Mathematics Education, 38(3), 194–229.Google Scholar
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  3. Pratt, N., & Kelly, (2005). Mapping mathematical communities: Classrooms, research communities and master classes. Retrieved on August 20, 2007 from include/experiment/communities.htm.

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.University of New EnglandArmidaleAustralia

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