Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers’ Perspectives.
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Paul Mutodi 1, Benard Chigonga 1 *
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1 University of Limpopo
* Corresponding Author

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.

Keywords

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.2301a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 10, pp. 2685-2696

Publication date: 25 Jul 2016

Article Views: 1464

Article Downloads: 826

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