show that they can identify a link between concepts and learning areas, but is unable to explicitly explain the relationships.
Taking the use of the concept maps in consideration, both the EMS and Mathematics teachers revealed that the concept map was “challenging and tricky”. The concept maps, however was followed up with interviews for clarity and information purposes. It is important to notice and to elicit that a meager line between two concepts indicates that there are some relational link between the two concepts. Single word explanations or simple descriptive words attached to the linking lines indicate an understanding of the relational link and a conceptual understanding between the two or more concepts joined by the line.
Mr. M argued that there are challenges within the concept map that can lead to different conclusions.
Figure 4.1: Concept Map of the Mathematics Teacher (Teacher M)
Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion
of a Master of Education degree.