Concept Mapping in Mathematics pp 19-46 | Cite as

# Analysing the “Measurement” Strand Using Concept Maps and Vee Diagrams

The chapter presents data from a case study, which investigated a primary student teacher’s developing proficiency with concept maps and vee diagrams as tools to guide the analyses of syllabus outcomes of the “Measurement” strand of a primary mathematics syllabus and subsequently using the results to design learning activities that promote working and communicating mathematically. The student teacher’s individually constructed concept maps of the sub-topics length, volume and capacity are presented here including some vee diagrams of related problems. Through concept mapping and vee diagramming, the student teacher’s understanding of the mapped topics evolved and deepened, empowering her to confidently provide mathematical justifications for strategies and procedures used in solving problems which are appropriate to the primary level, effectively communicate her understanding publicly, and developmentally sequence learning activities to ensure future students’ conceptual understanding of the sub-topics.

## Keywords

Student Teacher Conceptual Understanding Formal Unit Subsequent Learning Focus Question## References

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