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Using Concept Maps to Assess Conceptual Knowledge of Function

Carol G. Williams 

July 1998, Volume 29, Issue 4, Page 414

Abstract:
In this study I examine the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold. Twenty-eight students, half from nontraditional sections and half from traditional sections, participated in the study. Eight professors with PhDs in mathematics also completed concept maps. These expert maps are compared with the student maps. Qualitative analysis of the maps reveals differences between the student and expert groups as well as between the 2 student groups. Concept maps proved to be a useful device for assessing conceptual understanding.

Keywords:
Quantitative
Algebra
Article
Grad Ed
Conceptual Development
Higher Education
Teacher
Professional Development / Teacher Education
Representation