This paper reports from a broad investigation of mathematics knowledge as dependent on interconnected concepts. The paper focuses specifically on illustrating how network analysis may be used in examining spatiotemporal relationships between learned mathematics concepts, or curriculum outcomes, and concepts inherent in assessment items. Connections both within and between year levels are shown, based on primary years' multiple-choice assessment items related to measurement. Network analysis provides a potentially powerful tool that may offer educators greater specificity in approaches to the design of revision and intervention through a view of complex rather than linear conceptual connectivity in mathematics learning. [For the complete proceedings, see ED597799.]