Analyzing Concept Maps as an Assessment (Evaluation) Tool in Teaching Mathematics

Abstract

In this research concept mapping has been used as a testing instrument. In our country’s education system, the relationship between the scores which are given to concept maps and the scores which are given to traditional written exams and multiple choice examinations in teaching mathematics, has been analyzed. Especially the examinations about functions, numbers, exponent numbers, rooted numbers and absolute values have been evaluated. Literature class scores which are assumed to reflect the student’s oral thinking and their ability to express their thoughts have been compared with concept mapping’s scores. At the end of the research, it is understood that someone can make reliable testing and evaluation by using concept mapping. There is no meaningful correlation between concept mapping and multiple choice type examinations. On the other hand, there is a meaningful correlation between the scores of concept mapping and traditional mathematics examinations. About p<0.1 meaningfulness has been determined between concept mapping testing and literature examinations. In this research comments have been made on these results and various suggestions have been given according to these results.