Influence of using the strategy of concept maps in learning fractions

Subject Areas : Applied Mathematics

M. Haghverdi ¹

1 - Department of Mathematics, Islamic Azad University, Arak-Branch, Arak, Iran.

Received: 2015-10-05 Accepted : 2015-10-05 Published : 2012-12-01

Keywords: Learning, Concept maps, Fraction, Mathematics Education,

Abstract :

This paper is about concept maps and how they can assist in the learning ofconcepts of mathematics. First the paper presents the theoretical backgroundand working denitions for concept maps. Then this study examines the impactof using concept maps in learning of fractions. Results of this study indicatedthat using this strategy was eective in learning of fractions for fourth-gradestudents. This result conrms the eectiveness of the strategy of concept mapsin teaching because it includes activities that link the concepts to help studentsunderstand new concepts and link them to previous ones.

References:

[1] J. D. Novak. Concept maps and vee diagrams: Two meta cognitive tools to
facilitate meaningful learning. International Science 19 29-52, (1990).
[2] F. Guastello, Concept mapping eects on science content comprehension of low-
achieving inner-city seventh grades. Remedial and Special Education 21 (2000),
356-363.
[3] J. M. Kinchin, Using concept maps to reveal understanding: A two-tier analysis.
School Science Review 81 (2000), 41-46.
[4] S. Rashwan, The eect of using concept maps in teaching biology to high school
students and their attitudes towards it. Journal of college of education, Zagazig
University (), 422-454.
[5] S. Gurganus, Math instruction for students with learning problems, Pearson Ed-
ucation Inc. Press.
[6] J. Monagham and E. Bingobali, Concept image revisited, Educational Studies in
Mathematics 68 (2008), 19-35.
[7] L. A. Bolte, Using concept maps and interpretive essays for assessment in math-
ematics. School Science and Mathematics bf 99 (1999), 19-28.
[8] C. Chiou, The eect of concept mapping on students' learning achievements
and interests, Innovations in Education and Teaching Internationa, 45 (2008),
375-385.
[9] S. K. Wilcox and M. Sahlo, Another perspective on concept maps: Empovering
students, Mathematics Teaching in the Middle School 3 (1998), 464-469.
[10] D. T. Weinhott, Concept mapping by pre service elementary teachers: A case
study of the eect in an integrated methods courses, D. A. I 56 (), 1362-1369.

[11] P. B. Harton et. al, An investigation of the eectiveness of concept mapping as
an instructional tool,Science Education 77 (1993), 95-110.
[12] K. Hasemann and H. Manseld, Concept mapping in the research on mathe-
matical developmat: back ground, methods nding and conclusions,Educational
Studies in Mathematics 29 (1995), 45-72.