Concept Maps as Research Tool in Mathematics Education

Using concept maps as research tools in different ways has been found productive in a longitudinal study on student teachers’ development of mathematical concepts. Maps were used both in a priori analyses of groups of concepts, that are part of content in courses, and as a tool for students to express their conceptions of functions, equations and so on. Examples of one student’s maps drawn at three different occasions over a time period of 15 months reveal that the concept image is developing over time although the student is not studying mathematics or working with mathematics. The slow development of concepts and need for maturation and cognitive processes to take place is illustrated by the examples. Some outcomes of the study are mentioned and indicate further use of concept maps. Mathematics teachers need for development of a professional language is one important result and a model for mathematics teacher education seen as the development of the professional identity another result.

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