Use of concept maps in classroom research

Abstract

Concept map approach is a highly effective tool for the development and assessment of student conceptual understanding of mathematics and as such it belongs to the category of Stenhouse TR acts (Chapter 1.1). Teaching-research expands the utility of concept mapping to teacher’s own reflection upon the coherence of the curriculum; Chapter 3.7 describes its use by a teacher-researcher as a guide in the formulation of a coherent curriculum out of the prescribed topics of remedial mathematics course, Chapter 3.6 is a full scope description of concept maps as assessment tool, while Chapter 3.8 describes use of concept maps by the teacher as the tool of finding the “common denominator” between the theme of the class and student interests.