Concept mapping as a means to develop and assess conceptual understanding in secondary mathematics teacher education

Abstract

A case study of the concept maps of two pre-service teachers illustrates the potential of concept mapping to the teacher educator. The maps reveal much about whether future secondary teachers grasp the nature of mathematics as a conceptual system, understand the conceptual content of mathematical procedures, and possess the requisite pedagogical content knowledge to mediate such understandings to future learners. The map of one of the two teachers reveals that she possesses these understandings. The map of the other shows a formalistic understanding of mathematics. Concept mapping also functions as an epistemological heuristic for pre- and in-service teachers. © 2009 Springer-Verlag US.