J. D. Novak. Concept maps and vee diagrams: Two meta cognitive tools to
facilitate meaningful learning. International Science 19 29-52, (1990).
 F. Guastello, Concept mapping eects on science content comprehension of low-
achieving inner-city seventh grades. Remedial and Special Education 21 (2000),
 J. M. Kinchin, Using concept maps to reveal understanding: A two-tier analysis.
School Science Review 81 (2000), 41-46.
 S. Rashwan, The eect 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.
 S. Gurganus, Math instruction for students with learning problems, Pearson Ed-
ucation Inc. Press.
 J. Monagham and E. Bingobali, Concept image revisited, Educational Studies in
Mathematics 68 (2008), 19-35.
 L. A. Bolte, Using concept maps and interpretive essays for assessment in math-
ematics. School Science and Mathematics bf 99 (1999), 19-28.
 C. Chiou, The eect of concept mapping on students' learning achievements
and interests, Innovations in Education and Teaching Internationa, 45 (2008),
 S. K. Wilcox and M. Sahlo, Another perspective on concept maps: Empovering
students, Mathematics Teaching in the Middle School 3 (1998), 464-469.
 D. T. Weinhott, Concept mapping by pre service elementary teachers: A case
study of the eect in an integrated methods courses, D. A. I 56 (), 1362-1369.
 P. B. Harton et. al, An investigation of the eectiveness of concept mapping as
an instructional tool,Science Education 77 (1993), 95-110.
 K. Hasemann and H. Manseld, Concept mapping in the research on mathe-
matical developmat: back ground, methods nding and conclusions,Educational
Studies in Mathematics 29 (1995), 45-72.