Concept Mapping in Mathematics pp 149-169 | Cite as

# Concept Mapping a Teaching Sequence and Lesson Plan for “Derivatives”

The chapter presents a student teacher’s work from a study, which investigated secondary preservice teachers’ use of concept maps and vee diagrams as pedagogical tools to (i) guide the critical analysis of the content of a mathematics syllabus, and (ii) develop their skills in designing activities that promote working mathematically. Through in-class presentations and critiques of concept maps, student teachers engaged in the processes of reasoning, justifying, verifying, and validating to ensure that visually displayed interconnections effectively reflected their intended meanings. Bobby’s concept maps presented here, illustrate the conceptual structure underpinning a teaching sequence, a lesson and an assessment plan as part of a required course assignment, to communicate his perceptions of what it means to developmentally and conceptually teach “Derivatives” in contrast to simply compiling a sequential list of sub-topics. Main insights from the findings suggested that constructing concept maps (a) prompted Bobby to reflect more deeply about his own mathematics knowledge beyond the assignment topic and (b) challenged him to strategically organize his conceptual analysis results into hierarchical displays of concept networks to parsimoniously and meaningfully illustrate the interconnectedness between key and subsidiary concepts as his pedagogical planning progresses from a 2-year curriculum and topic syllabus notes to a teaching sequence, lessons and an assessment plan.

## Keywords

Student Teacher Lesson Plan Teaching Sequence Concept Hierarchy Middle Branch## Notes

### Acknowledgments

This research study was made possible by a research grant from the University of New England. My thanks to Bobby for permission to use his concept maps in the case study reported in this chapter.

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