Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.
1
University of Limpopo
Publication date: 2016-07-25
Corresponding author
Benard Chigonga
University of Limpopo, University of Limpopo, Department of Mathematics, Science and Technology Education,, Bag X 1106, Sovenga., 0727 Polokwane, South Africa
University of Limpopo, University of Limpopo, Department of Mathematics, Science and Technology Education,, Bag X 1106, Sovenga., 0727 Polokwane, South Africa
EURASIA J. Math., Sci Tech. Ed 2016;12(10):2685-2696
KEYWORDS
TOPICS
Evaluation and AssessmentDidactic/Pedagogical IssuesTeaching/Learning StrategiesInstructional DesignMathematics Education
ABSTRACT
Background:
This paper reports on teachers’ views on concept mapping: its applicability; reliability; advantages and; difficulties.
Material and methods:
A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa.
Results:
The findings indicate that mathematics teachers generally perceive that concept map: is useful; effective; is a practical tool for teaching mathematical concepts; represents and organises knowledge; helps retention and recall of concepts learnt and; provides feedback on the understanding of the concepts learnt.
Conclusions:
An important implication of this study is that there is a need for teachers to incorporate the concept mapping in the formative assessment process.
This paper reports on teachers’ views on concept mapping: its applicability; reliability; advantages and; difficulties.
Material and methods:
A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa.
Results:
The findings indicate that mathematics teachers generally perceive that concept map: is useful; effective; is a practical tool for teaching mathematical concepts; represents and organises knowledge; helps retention and recall of concepts learnt and; provides feedback on the understanding of the concepts learnt.
Conclusions:
An important implication of this study is that there is a need for teachers to incorporate the concept mapping in the formative assessment process.
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
