Author : Kerri A. Bell
Publisher :
ISBN 13 :
Total Pages : 366 pages
Book Rating : 4.:/5 (1 download)
Book Synopsis Concept Mapping in the Middle School Mathematics Classroom by : Kerri A. Bell
Download or read book Concept Mapping in the Middle School Mathematics Classroom written by Kerri A. Bell and published by . This book was released on 2017 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the use of concept mapping in the middle school mathematics classroom in conjunction with a procedural task. This mixed-methods study used a concurrent nested design, pulling complementary data from the artifacts to understand what students communicate through concept mapping. The maps and task were qualitatively compared for similar information and were quantitatively analyzed for correlation. The concept maps were evaluated for relational understandings, levels of hierarchy, and overall structure. The instruments used to examine conceptual understanding were concept maps students created from a provided list of concepts and a procedural task that also served as an end of unit summative assessment for their course. The concept maps were scored using a variation of a prominent structural method. The concept maps were first analyzed for valid propositions. Second, the maps were analyzed for structural hierarchies and cross-links. Third, the maps were reviewed for the presence of examples and definitions. The maps were then compared to the procedural tasks and examined for similarities and extensions of communicated mathematical understandings. The results of the study indicate that although the students in this study did not demonstrate an extension of their knowledge through concept mapping beyond the procedural task, the concept maps contained a representation of their gaps in knowledge that could prove helpful for guiding clasroom instruction and reteaching. The study implies that teachers may find concept maps more effective for formative rather than for summative evaluations.