Using concept maps and vee diagrams to analyse the fractions strand in primary mathematics

Abstract

The chapter presents data from Ken, a post-graduate student who participated in a case study to examine the value of concept maps and vee diagrams as means of communicating his conceptual analyses and developing understanding of the Fractions content strand of a primary mathematics syllabus. Ken's work required that he analysed syllabus outcomes and related mathematics problems and to display the results on concept maps and vee diagrams (maps/diagrams) to illustrate the interconnectedness of key and subsidiary concepts and their applications in solving problems. Ken's progressive maps/diagrams illustrated how his pedagogical understanding of fractions evolved over the semester as a consequence of social critiques and further revision. Progressive vee diagrams also illustrated his growing confidence to justify methods of solutions in terms of mathematical principles underlying the main steps. © 2009 Springer-Verlag US.