Using concepts maps in a foundation mathematics course: what have we learnt?

Sali Hammad; Christos Dimitriadis; Ted Graham

doi:10.29333/ejmste/9700

Using concepts maps in a foundation mathematics course: what have we learnt?

Sali Hammad
, Christos Dimitriadis
, Ted Graham

Research output: Contribution to journal › Article › peer-review

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Abstract

This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a mathematics foundation course. Through a case-study design, concept maps and assessment tests were utilized to assess and monitor students' mathematical understanding and achievement at various points of the course. The findings of the study showed that concept maps can be effective as a tool to assess, monitor, and improve students' mathematical understanding, particularly their conceptual understanding when they are used systematically and when their use is followed-up by discussions that encourage students to reflect and talk about their maps and the links they have made. The improved understanding was found to contribute to the enhancement of mathematical achievement. The paper reports details on the use of concept maps in mathematics lessons and makes recommendations for practice and future research.

Original language	English
Article number	em1943
Journal	Eurasia Journal of Mathematics, Science and Technology Education
Volume	17
Issue number	2
Early online date	13 Feb 2021
DOIs	https://doi.org/10.29333/ejmste/9700
Publication status	Published - 13 Feb 2021

Bibliographical note

Impact: The paper promotes the idea of using concept maps as a tool for monitoring and assessing students' conceptual understanding and changes in knowledge. It provides examples from the use of concept maps in mathematics classes that show the impact on students' mathematical understanding and achievement; examples from practice that highlight the importance of mapping own thinking and the role of reflection and metacognitive discussions in actualising the benefits of using concept maps in mathematics teaching and learning. The examples and theoretical underpinnings reported in this paper have the potential to impact mathematics educators' practice and at any education level - from upper Key Stage 2 education through to university undergraduate courses.

Keywords

Education

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10.29333/ejmste/9700

Dimitriadis-C-48379-VoRFinal published version, 929 KBLicence: CC BY

https://doi.org/10.29333/ejmste/9700

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title = "Using concepts maps in a foundation mathematics course: what have we learnt?",

abstract = "This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a mathematics foundation course. Through a case-study design, concept maps and assessment tests were utilized to assess and monitor students' mathematical understanding and achievement at various points of the course. The findings of the study showed that concept maps can be effective as a tool to assess, monitor, and improve students' mathematical understanding, particularly their conceptual understanding when they are used systematically and when their use is followed-up by discussions that encourage students to reflect and talk about their maps and the links they have made. The improved understanding was found to contribute to the enhancement of mathematical achievement. The paper reports details on the use of concept maps in mathematics lessons and makes recommendations for practice and future research.",

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note = "Impact: The paper promotes the idea of using concept maps as a tool for monitoring and assessing students' conceptual understanding and changes in knowledge. It provides examples from the use of concept maps in mathematics classes that show the impact on students' mathematical understanding and achievement; examples from practice that highlight the importance of mapping own thinking and the role of reflection and metacognitive discussions in actualising the benefits of using concept maps in mathematics teaching and learning. The examples and theoretical underpinnings reported in this paper have the potential to impact mathematics educators' practice and at any education level - from upper Key Stage 2 education through to university undergraduate courses.",

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N2 - This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a mathematics foundation course. Through a case-study design, concept maps and assessment tests were utilized to assess and monitor students' mathematical understanding and achievement at various points of the course. The findings of the study showed that concept maps can be effective as a tool to assess, monitor, and improve students' mathematical understanding, particularly their conceptual understanding when they are used systematically and when their use is followed-up by discussions that encourage students to reflect and talk about their maps and the links they have made. The improved understanding was found to contribute to the enhancement of mathematical achievement. The paper reports details on the use of concept maps in mathematics lessons and makes recommendations for practice and future research.

AB - This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a mathematics foundation course. Through a case-study design, concept maps and assessment tests were utilized to assess and monitor students' mathematical understanding and achievement at various points of the course. The findings of the study showed that concept maps can be effective as a tool to assess, monitor, and improve students' mathematical understanding, particularly their conceptual understanding when they are used systematically and when their use is followed-up by discussions that encourage students to reflect and talk about their maps and the links they have made. The improved understanding was found to contribute to the enhancement of mathematical achievement. The paper reports details on the use of concept maps in mathematics lessons and makes recommendations for practice and future research.

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Using concepts maps in a foundation mathematics course: what have we learnt?

Abstract

Bibliographical note

Keywords

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Cite this