Cmap
Concept Maps as a Teaching/Learning Tool in Secondary School Mathematics. Analysis of an Experience

Pozueta Mendia, Edurne and González García, Fermín M. (2008) Concept Maps as a Teaching/Learning Tool in Secondary School Mathematics. Analysis of an Experience. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Third Int. Conference on Concept Mapping. Tallinn University, Tallinn, Estonia, pp. 268-275. ISBN 978-9985-58-584-9

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Abstract

This paper presents an experiment designed to test the different uses of concept maps (CMs), as a tool to promote meaningful learning (ML) in the teaching/learning process for a math topic. The precise aims are to assess its usefulness in the design of an innovative instructional module (IM) on the topic of proportionality, as a learning tool to help students grasp the content of the module, as a means of assessing students’ prior knowledge of the topic and monitoring their progress. In a standard schoolroom setting, the implementation of a theoretically grounded IM gave a group of second-grade secondary students at the Ikastola San Fermin School the opportunity to learn about the topic of proportionality in a more meaningful manner. This is demonstrated by statistical analysis of ML indicators, using the SPSS (Statistical Package for the Social Sciences) and an evaluation of the evolution of the students’ CMs throughout the instructional module.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2008
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 16 Aug 2014 10:30
Last Modified: 16 Aug 2014 10:30
URI: http://eprint.ihmc.us/id/eprint/353

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