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ERIC Number: EJ1137083
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0574
The Use of Concept Maps to Assess Preservice Teacher Understanding: A Formative Approach in Mathematics Education
Brakoniecki, Aaron; Shah, Fahmil
Journal of Education, v197 n1 p23-32 2017
The research reported in this article explored the methods by which concept maps served as formative assessment by capturing changes in the ways preservice mathematics teachers represented their understanding of algebra. The participants were enrolled in a course on high school algebra for teachers and created the maps on the first and last day of the course. Selected concept maps are presented to illustrate the methodology and results of the concept map analyses. Suggestions for ways instructors can use these analyses to make formative decisions are offered.
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A