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M r . M b e i n g t h e m a t h e m a t i c s t e a c h e r d i d n o t u s e a n y b a s i c s y m b o l s ( + , - , × , ÷ ) f r o m t h mathematics curriculum to identify or relate the concepts between the two learning areas. Instead he related the concepts to Assessment Standards in the mathematics curriculum statement. Looking at the map it can not be related to a mathematics teacher, unless it is made clear by more information or descriptions from the interview. e

Mrs. K said that the word within the concept map can be linked without any direction or purpose. Mrs. K mentions that symbols and figure are used in mathematics, but she does not draw any relevant symbols or figure from the mathematics curriculum.

Figure 4.2: Concept map of the EMS teacher (Teacher K)

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

Page 36

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