Skip to main content
SpringerLink
Log in
Book cover

The Creative Enterprise of Mathematics Teaching Research pp 213–228Cite as

Concept Maps

Learning Through Assesment

  • Chapter

Abstract

A concept map is a two-dimensional pictorial depiction of knowledge. It has been used extensively as an assessment technique of conceptual understanding, especially in science education. But its value is more than that. Students can learn during concept mapping. This chapter introduces a group of eighth grade students’ reflections on their two-month experience with concept mapping.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Afamasaga-Fuata’I, K. (2006). Developing a more conceptual understanding of matrices and systems of linear equations through concept mapping and Vee diagrams. Focus on Learning Problems in Mathematics, 28(3, 4), 58–89.

    Google Scholar 

  • Afamasaga-Fuata’I, K. (Ed.). (2009). Concept mapping in mathematics: Research into practice. New York, NY: Springer.

    Google Scholar 

  • Afamasaga-Fuata’I, K. (2009a). Analysing the “measurement” strand using concept maps and vee diagrams. In K. Afamasaga-Fuata’I (Ed.), Concept mapping in mathematics: Research into practice (pp. 19–46). New York, NY: Springer.

    Chapter  Google Scholar 

  • Afamasaga-Fuata’I, K. (2009b). Using concept maps and vee diagrams to analyse the “fractions” strand in primary mathematics. In K. Afamasaga-Fuata’I (Ed.), Concept mapping in mathematics: Research into practice (pp. 59–86). New York, NY: Springer.

    Chapter  Google Scholar 

  • Edwards, B. W. (1993). The effects of using computer-based organizational software for generating mathematics-related concept maps (Unpublished doctoral dissertation). Southern Illinois University, Carbondale, IL.

    Google Scholar 

  • Hasemann, K., & Mansfield, H. (1995). Concept mapping in research on mathematical knowledge development: Background, methods, findings and conclusions. Educational Studies in Mathematics, 29, 45–72.

    Article  Google Scholar 

  • Horton, P. B., McConney, A .A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95–111.

    Article  Google Scholar 

  • Jin, H. (2007). On the internal networks of middle school students’ mathematics knowledge: Elementary function [In Chinese 中学生函数知识网络的调查研究] (Unpublished master’s thesis). Nanjing Normal University, Nanjing, China.

    Google Scholar 

  • Jin, H., & Wong, K. Y. (2010). Training on concept mapping skills in geometry. Journal of Mathematics Education, 3(1), 103–118.

    Google Scholar 

  • Jin, H., & Wong, K. Y. (2014). Mapping conceptual understanding of algebraic concepts: An exploratory investigation involving Grade 8 Chinese students. International Journal of Science and Mathematics Education, 13(3), 683–703. doi:10.1007/s10763-013-9500-2

    Article  Google Scholar 

  • Jonassen, D. H., Beissner, K., & Yacci, M. (1993). Structural knowledge. Techniques for representing, conveying, and acquiring structural knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Kankkunen, M. (2001). Concept mapping and Peirce’s semiotic paradigm meet in the classroom environment. Learning Environments Research, 4, 287–324.

    Article  Google Scholar 

  • Mansfield, H., & Happs, J. (1989a, July). Using concept maps to explore students’ understanding in geometry. Paper presented at the thirteenth Annual Conference of the International Group for the Psychology of Mathematics Education, Paris.

    Google Scholar 

  • Mansfield, H., & Happs, J. (1989b). Difficulties in achieving long term conceptual change in Geometry (Unpublished paper). Perth, Western Australia.

    Google Scholar 

  • Mansfield, H., & Happs, J. (1991). Concept maps. The Australian Mathematics Teacher, 47(3), 30–33.

    Google Scholar 

  • Mohamed, N. B. R. A. (1993). Concept mapping and achievement in secondary science (Unpublished master’s thesis). National University of Singapore, Singapore.

    Google Scholar 

  • Novak, J. D. (2005). Results and implications of a 12-year longitudinal study of science concept learning. Research in Science Education, 35, 23–40.

    Article  Google Scholar 

  • Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge, London: Cambridge University Press.

    Book  Google Scholar 

  • Pearsall, N. R., Skipper, J., & Mintzes, J. J. (1997). Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology. Science Education, 81, 193–215.

    Article  Google Scholar 

  • Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. New York, NY: Viking Press.

    Google Scholar 

  • Ruiz-Primo, M. A. (2004). Examining concept maps as assessment tool. In A. J. Cañas, J. D. Novak, & F. M. Gonzalez (Eds.), Concept maps: Theory, methodology, technology: Proceedings of the First Conference on Concept Mapping. Pamplona, Spain: Universidad Publica de Navarra. Retrieved March 25, 2008, from http://cmc.ihmc.us/CMC2004Programa.html

    Google Scholar 

  • Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569–600.

    Article  Google Scholar 

  • Ruiz-Primo, M. A., Schultz, S. E., Li, M., & Shavelson, R. J. (2001). Comparison of the reliability and validity of scoring from two concept-mapping techniques. Journal of Research in Science Teaching, 3(2), 260–278.

    Article  Google Scholar 

  • Ruiz-Primo, M. A., Shavelson, R. J., Li, M., & Schultz, S. E. (2001). On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. Educational Assessment, 7(2), 99–141.

    Article  Google Scholar 

  • Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1–36.

    Article  Google Scholar 

  • Skemp, R. (1986). The psychology of learning mathematics. Middlesex, UK: Penguin Books.

    Google Scholar 

  • Williams, C. G. (1994). Using concept maps to determine differences in the concept image of function held by students in reform and traditional calculus classes (Unpublished doctoral dissertation). University of California, Berkeley, CA.

    Google Scholar 

Download references

Authors
  1. Haiyue Jin
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Eugenio Maria de Hostos Community College, City University of New York, USA

    Bronislaw Czarnocha

  2. Eugenio Maria de Hostos Community College, City University of New York, USA

    William Baker

  3. Eugenio Maria de Hostos Community College, City University of New York, USA

    Olen Dias

  4. Bronx Community College, City University of New York, USA

    Vrunda Prabhu

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Jin, H. (2016). Concept Maps. In: Czarnocha, B., Baker, W., Dias, O., Prabhu, V. (eds) The Creative Enterprise of Mathematics Teaching Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-549-4_19

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-549-4_19

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-549-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation