Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.
Paul Mutodi 1
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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
Publish date: 2016-07-25
 
EURASIA J. Math., Sci Tech. Ed 2016;12(10):2685–2696
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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.

eISSN:1305-8223
ISSN:1305-8215