Influence of using the strategy of concept maps in learning fractions

Document Type: Research Articles

Author

Department of Mathematics, Islamic Azad University, Arak-Branch, Arak, Iran.

Abstract

This paper is about concept maps and how they can assist in the learning of
concepts of mathematics. First the paper presents the theoretical background
and working de nitions for concept maps. Then this study examines the impact
of using concept maps in learning of fractions. Results of this study indicated
that using this strategy was e ective in learning of fractions for fourth-grade
students. This result con rms the e ectiveness of the strategy of concept maps
in teaching because it includes activities that link the concepts to help students
understand new concepts and link them to previous ones.

[1] J. D. Novak. Concept maps and vee diagrams: Two meta cognitive tools to
facilitate meaningful learning. International Science 19 29-52, (1990).
[2] F. Guastello, Concept mapping e ects on science content comprehension of low-
achieving inner-city seventh grades. Remedial and Special Education 21 (2000),
356-363.
[3] J. M. Kinchin, Using concept maps to reveal understanding: A two-tier analysis.
School Science Review 81 (2000), 41-46.
[4] S. Rashwan, The e ect of using concept maps in teaching biology to high school
students and their attitudes towards it. Journal of college of education, Zagazig
University (), 422-454.
[5] S. Gurganus, Math instruction for students with learning problems, Pearson Ed-
ucation Inc. Press.
[6] J. Monagham and E. Bingobali, Concept image revisited, Educational Studies in
Mathematics 68 (2008), 19-35.
[7] L. A. Bolte, Using concept maps and interpretive essays for assessment in math-
ematics. School Science and Mathematics bf 99 (1999), 19-28.
[8] C. Chiou, The e ect of concept mapping on students' learning achievements
and interests, Innovations in Education and Teaching Internationa, 45 (2008),
375-385.
[9] S. K. Wilcox and M. Sahlo , Another perspective on concept maps: Empovering
students, Mathematics Teaching in the Middle School 3 (1998), 464-469.
[10] D. T. Weinhott, Concept mapping by pre service elementary teachers: A case
study of the e ect in an integrated methods courses, D. A. I 56 (), 1362-1369.

[11] P. B. Harton et. al, An investigation of the e ectiveness of concept mapping as
an instructional tool,Science Education 77 (1993), 95-110.
[12] K. Hasemann and H. Mans eld, Concept mapping in the research on mathe-
matical developmat: back ground, methods nding and conclusions,Educational
Studies in Mathematics 29 (1995), 45-72.