id: 06664715
dt: j
an: 2016f.00604
au: Marshman, Margaret
ti: Using concept maps to show “connections” in measurement: an example
from the Australian curriculum.
so: Aust. Math. Teach. 70, No. 4, 11-20 (2014).
py: 2014
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: D40 F70
ut: concept maps; curriculum; connections; concept formation; measurement
ci:
li:
ab: Within the “Australian Curriculum: Mathematics” the Understanding
proficiency strand states, “Students build understanding when they
connect related ideas, when they represent concepts in different ways,
when they identify commonalities and differences between aspects of
content, when they describe their thinking mathematically and when they
interpret mathematical information” (ACARA). Concept maps can be used
to organise and represent the connections in knowledge graphically
which allows teachers to assess the connections that students make
between concepts. This article explores the use of concept maps with a
Year 9 mathematics class to determine their understanding and the
connections that they make between concepts within a measurement unit.
The findings show the importance for teachers of Year 7 to help their
students to see the connections between these concepts when they are
first introduced. (ERIC)
rv: