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ERIC Number: ED466963
Record Type: RIE
Publication Date: 1999-Jul
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Concept Maps & Schematic Diagrams as Devices for Documenting the Growth of Mathematical Knowledge.
McGowen, Mercedes; Tall, David
The major focus of this study is to trace the cognitive development of students throughout a mathematics course and to seek the qualitative differences between those of different levels of achievement. The aspect of the project described here concerns the use of concept maps constructed by the students at intervals during the course. From these maps, schematic diagrams were constructed which strip the concept maps of detail and show only how they are successively built by keeping some old elements, reorganizing, and introducing new elements. The more successful student added new elements to old in a structure that gradually increased in complexity and richness. The less successful had little constructive growth, building new maps on each occasion. (Contains 19 references.) (Author/MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the International Group for the Psychology of Mathematics Education (23rd, Haifa, Israel, July 25-30, 1999). Some figures may not reproduce well.