ERIC Number: ED408160
Record Type: RIE
Publication Date: 1997-Mar-24
Assessing Mathematical Knowledge with Concept Maps and Interpretive Essays.
Bolte, Linda A.
This study explores the combined use of concept maps and interpretive essays as a method of assessment in three mathematics courses. The primary objectives were to describe and document: (1) the use of concept maps and written essays to assess the connectedness of students' knowledge; (2) the correlation between students' scores on the concept maps and written essays, course exams, and final grades; and (3) the degree to which learning was enhanced through the use of concept maps and written essays. The subjects included prospective elementary teachers (N=23), calculus students (N=63), and prospective secondary mathematics teachers (N=17). Results indicate that concept maps combined with written essays are viable tools for enhancing and assessing students' organization of mathematical knowledge. Contains 24 references. (DDR)
Descriptors: Concept Formation, Concept Mapping, Elementary Secondary Education, Knowledge Level, Knowledge Representation, Learning Strategies, Mathematical Concepts, Mathematics Curriculum, Mathematics Instruction, Preservice Teacher Education, Problem Solving, Student Evaluation, Writing Across the Curriculum
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24, 1997).