Using Concept Maps to Assess Conceptual Knowledge of Function

Williams, Carol

doi:10.2307/749858

Cited by 84 publications

(66 citation statements)

References 3 publications

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“…been used in research on mathematics (Laturno, 1994;Williams, 1998). That is, students' concept maps can be analyzed for quantity of information as well as how that information is organized.…”

Section: The Current Studymentioning

confidence: 99%

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Muis

Psaradellis

Chevrier

et al. 2016

Journal of Educational Psychology

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We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technologyrich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students' conceptualizations (task definitions) of the problem, self-regulatory processes, and mathematics achievement were then compared across the 2 conditions. To measure task definitions of the mathematics problem, students developed concept maps of the problem using a tablet application. To capture self-regulatory processes, students were asked to think out loud as they solved the problem. Results revealed that students in the learning by preparing to teach intervention developed a more detailed and better-organized concept map of the problem compared with students in the control condition. Students in the learning by preparing to teach intervention also engaged in more metacognitive processing strategies and had higher levels of mathematics problem solving achievement compared with students in the control condition. No differences were found, however, in planning and goal setting or in use of cognitive strategies across the 2 conditions. Implications of this research suggest students' initial task definitions may be a key factor in differences found when learning by teaching compared with solely learning for learning.

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Section: The Current Studymentioning

confidence: 99%

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Muis

Psaradellis

Chevrier

et al. 2016

Journal of Educational Psychology

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show abstract

“…Kavramlar arası ilişkilendirmeye genelde kavramsal anlama, ilişkisel anlama ve kavram haritaları başlıkları altında yapılan çalışmalarda rastlanılmaktadır (Baki ve Şahin, 2004;Carpenter vd., 2005;Empson vd., 2010;Johnson, Seigler ve Alibali, 2001;Skemp, 1976;Watson, 2004). Kavram haritaları kavramların ilişkilendirilmesini (Hasemann ve Mansfield, 1995;Williams, 1998), kavramsal ve ilişkisel anlama ise kavramlar arası ilişkiler ağının kurulmasını gerekli kıldığından kavramlar arası ilişkilendirmeye bu temalar altında yapılan çalışmalarda karşılaşmak olağandır.…”

Section: Kavramlar Arası İlişkilendirmeunclassified

A Proposed Conceptual Framework For Enhancing The Use Of Making Connections Skill In Mathematics Teaching

Bingölbali

Coşkun

2016

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“…As explained by van Schalkwyk (2010), concept maps assist in taking images and pictures from the collages created and making accurate meaning of them through methodical classification. They provide a means of viewing the construction of knowledge and an effective way to access that knowledge (Williams, 1998). The concept maps assisted us to concentrate on making meaning of what we were experiencing.…”

Section: Concept Mapsmentioning

confidence: 99%

"Hear our voices": a collective arts-based self-study of early-career academics on our learning and growth in a research-intensive university

Masinga

Myende

Marais

et al. 2016

Educ. res. soc. change

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Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and challenges faced as ECAs at the University of KwaZulu-Natal; to achieve this, we used a social constructivist lens to collectively engage in conversations as we constructed new understandings of ourselves and experiences as ECAs. We show how, through the research, we learned to form and position our learning and growth within the changing university setting. We adopted a collective arts-based, self-study approach to explore our experiences and what we felt needed to happen to provide meaningful development for the newly appointed as we journey through the unclear grounds of university life. We make visible how we as ECAs feel overwhelmed when entering higher education institutions because of the need to balance research, teaching, and other demands of academic life. We find a strong need for collaborative engagement between ECAs and experienced academics. In addition, establishment of a healthy working environment and policy specific to addressing the needs of ECAs would assist in providing clear support as ECAs transition into experienced academics. Finally, we demonstrate how we took our findings forward, and describe both the resistance and support we experienced.

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Using Concept Maps to Assess Conceptual Knowledge of Function

Cited by 84 publications

References 3 publications

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

A Proposed Conceptual Framework For Enhancing The Use Of Making Connections Skill In Mathematics Teaching

"Hear our voices": a collective arts-based self-study of early-career academics on our learning and growth in a research-intensive university

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