Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.

Paul Mutodi; Benard Chigonga

doi:10.12973/eurasia.2016.2301a

Full Text (PDF)

Paul Mutodi ¹, Benard Chigonga ¹ ^*

More Detail

¹ University of Limpopo^* Corresponding Author

Abstract

Background:
This paper reports on teachers’ views on concept mapping: its applicability; reliability; advantages and; difficulties.

Material and methods:
A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa.

Results:
The findings indicate that mathematics teachers generally perceive that concept map: is useful; effective; is a practical tool for teaching mathematical concepts; represents and organises knowledge; helps retention and recall of concepts learnt and; provides feedback on the understanding of the concepts learnt.

Conclusions:
An important implication of this study is that there is a need for teachers to incorporate the concept mapping in the formative assessment process.

Keywords

assessment
Perceptions
conceptual understanding
concept mapping

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 10, 2685-2696

https://doi.org/10.12973/eurasia.2016.2301a

Publication date: 25 Jul 2016

Article Views: 2923

Article Downloads: 1911

Open Access References How to cite this article

References

Adlaon RB (2002). Assessing Effectiveness of Concept Map as Instructional Tool in High School Biology. Unpublished Masters Thesis Louisiana State University.
Afamasaga-Fuata'i, K. (2008). Learners' Conceptual Understanding and Critical Thinking: A Case for Concept Maps and Vee-Diagrams in Mathematics Problem Solving. Australian Mathematics Teacher, 64(2), 8-17.
Anohina-Naumeca, A. (2012). Determining the set of concept map based tasks for computerized knowledge self-assessment. Procedia-Social and Behavioral Sciences, 69, 143-152.
Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart, and Winston.
Birgin, O. (2011). Pre-Service Mathematics Teachers' Views on the Use of Portfolios in Their Education as an Alternative Assessment Method. Educational Research and Reviews, 6(11), 710-721.
Butler, D.L. (2014). Reliable Measures of Concept Map Examinations. The Online Journal of Distance Education and e-Learning. 2, (2), 17-25.
Coon, D., & Mitterer, J. (2012). Introduction to Psychology: Gateways to Mind and Behaviour with Concept Maps and Reviews. Singapore: Cengage Learning.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Singapore: Sage publications.
Croasdell, D. T., Freeman, L. A., & Urbaczewski, A. (2003). Concept maps for teaching and assessment. Communications of the Association for Information Systems, 12(1), 24.
Department of Education (2008). National plan for higher education. Pretoria: Department of Education.
Detweiler, R. J. (2012). In pursuit of a balanced system of educational assessment: An evaluation of the pre-kindergarten through 8th grade math assessment system in one Massachusetts regional school district. Amherst: University of Massachusetts .
Dogan, M. (2011). Student Teachers' Views about Assessment and Evaluation Methods in Mathematics. Educational Research and Reviews, 6(5), 417-431.
Edmondson, K. M. (2000). Assessing science understanding through concept maps. Assessing science understanding: A human constructivist view, 15-40.
Ellis, G. W., Rudnitsky, A., & Silverstein, B. (2004). Using concept maps to enhance understanding in engineering education. International Journal of Engineering Education, 20(6), 1012-1021.
Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative inquiry, 12(2), 219-245.
Ford, N. (2004) "Towards a model of learning for educational informatics", Journal of Documentation, 60(2), 183 – 225.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Collecting research data with questionnaires and interviews. Educational research: An introduction, 227-261.
Gallenstein, N. L. & Larmon, M. (2012). Mathematics concept maps: Go figure! Childhood Education, 88 (2), 6-8.
Gallenstein, N. L. (2013). Concept mapping for learners of all ages. JETT, 4(1), 59-72.
Gouli, E., Gogoulou, A., & Grigoriadou, M. (2003). A coherent and integrated framework using concept maps for various educational assessment functions. Journal of Information Technology Education: Research, 2(1), 215-240.
Grossman, P. S., & Schoenfeld, A. A., & Lee, C.(2005). Teaching subject matter. Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
Hay, D., Kinchin, I., & Lygo‐Baker, S. (2008). Making learning visible: the role of concept mapping in higher education. Studies in Higher Education, 33(3), 295-311.
Hodgson, C. & Pyle, K. (2010). A literature review of Assessment for Learning in science. Slough: Nfer.
Howe, A., Davies, D., McMahon, K., Towler, L., Collier, C., & Scott, T. (2009). Science 5–11: A guide for teachers (2nd Ed.). London: David Fulton.
Hung, D., & Khine, M. S. (Eds.). (2006). Engaged learning with emerging technologies. Dordrecht: Springer.
Kilic, D., Keleş, Ö. & Sağlam, N. (2012). Examination of elementary teachers’ views about concept maps. Journal of Studies in Education, 2(2), 81-92.
Kumaran, V.S. (2015). Towards Formative Assessment of e-Learners Using Concept Map. International Journal of e-Education, e-Business, e-Management and e-Learning, 5(2), 94- 104.
Lewis, D., Madison-Harris, R., Muoneke, A., & Times, C. (2010). Using data to guide instruction and improve student learning. SEDL Letter, 22(2), 10-12.
Liu, M. C., & Wang, J. Y. (2010). Investigating Knowledge Integration in Web-based Thematic Learning Using Concept Mapping Assessment. Educational Technology & Society, 13(2), 25-39.
Llewellyn, D. (2013). Inquire within. Thousand Oaks CA: Corwin Press.
Maree, K., & Pieterson, J. (2007). The quantitative research process. In K. Maree, First steps in research (pp. 144-153). Pretoria: South Africa.
Mendia, E. P., & Garica, F. (2008). Concept maps as teaching/learning tool in secondary school mathematics. Analysis and experience. In Concept Mapping: Connecting Educators, Proceedings of the Third International Conference on Concept Mapping, Tallinn, Estonia & Helsinki, Finland: University of Tallinn.
Mintzes, J., Wandersee, J., & Novak, J. (Eds.). (1999). Assessing science understanding. San Diego: Academic Press.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A metaanalysis. Review of educational research, 76(3), 413-448.
Novak, J. D., & Canas, A. J. (2007). Theoretical origins of concept maps, how to construct them and uses in education. Reflecting Education, 3(1), 29-42.
Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in nursing & health, 30(4), 459-467.
Reiska, P., Cañas, A. J., Novak, J. D., & Miller, N. L. (2008). Concept mapping for meaningful learning and assessment. The need for a paradigm shift in science education for post-soviet societies. Frankfurt: Peter Lang Company.
Reyneke, M., Meyer, L., & Nel, C. (2010). School-based assessment: the leash needed to keep the poetic'unruly pack of hounds' effectively in the hunt for learning outcomes. South African Journal of Education, 30(2), 277-292.
Rudner, L. M., & Schafer, W. D. (2002). What teachers need to know about assessment. Washington, DC: National Education Association.
Ruiz-Primo, M. A., Shavelson, R. J., Li, M., & Schultz, S. E. (2001). On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. Educational Assessment, 7(2), 99-141.
Ruiz-Primo, M.A., 2004. Examining concept maps as an assessment tool. Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping, Pamplona, Spain.
Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning-a report of methodology. International Journal of Science Education, 22(12), 1221-1246.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2(2011), 53–55.
Tuan, L. T. (2011). The linkages between concept maps and language learning. Studies in Literature and Language, 2(1), 128-146.
Varghese, T. (2009). Concept maps to assess student teachers’ understanding of mathematical proof. The Mathematics Educator, 12(1), 49-68.
Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M. A. (2005). Concept maps. Science Scope, 28(8), 27-31.
Vitulli, P., Giles, R. M., & Shaw, E. L. (2014). The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education. Education Research International, (2014).
Vodovozov, V., & Raud, Z. (2015). Concept Maps for Teaching, Learning, and Assessment in Electronics. Education Research International, 2015.
Yin, Y., Vanides, J., Ruiz‐Primo, M. A., Ayala, C. C., & Shavelson, R. J. (2005). Comparison of two concept‐mapping techniques: Implications for scoring, interpretation, and use. Journal of Research in Science teaching, 42(2), 166-184.

How to cite this article

APA

Mutodi, P., & Chigonga, B. (2016). Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.. Eurasia Journal of Mathematics, Science and Technology Education, 12(10), 2685-2696. https://doi.org/10.12973/eurasia.2016.2301a

Vancouver

Mutodi P, Chigonga B. Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.. EURASIA J Math Sci Tech Ed. 2016;12(10):2685-96. https://doi.org/10.12973/eurasia.2016.2301a

AMA

Mutodi P, Chigonga B. Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.. EURASIA J Math Sci Tech Ed. 2016;12(10), 2685-2696. https://doi.org/10.12973/eurasia.2016.2301a

Chicago

Mutodi, Paul, and Benard Chigonga. "Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 10 (2016): 2685-2696. https://doi.org/10.12973/eurasia.2016.2301a

Harvard

Mutodi, P., and Chigonga, B. (2016). Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.. Eurasia Journal of Mathematics, Science and Technology Education, 12(10), pp. 2685-2696. https://doi.org/10.12973/eurasia.2016.2301a

MLA

Mutodi, Paul et al. "Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 10, 2016, pp. 2685-2696. https://doi.org/10.12973/eurasia.2016.2301a