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.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Prabhu, V., Jin, H., Catanuto, R. (2016). Use of Concept Maps in Classroom Research. 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_17
Download citation
DOI: https://doi.org/10.1007/978-94-6300-549-4_17
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-549-4
eBook Packages: EducationEducation (R0)