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Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.
| 1 | University of Limpopo |
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
Publication date: 2016-07-25
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.
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