Math concept maps
Laura Petersen (petersen@LCSC.EDU)
Thu, 21 Nov 1996 07:59:31 -0800
One of the seminars I attended at the AMATYC meetings suggested the use
of concept maps as a way of formatively assessing student knowledge. Just
for background, concept maps are a visual way of organizing
information--it is a particularly useful method for concentrating on the
big ideas and the big picture of a unit or concept. For example, the
presenter used a triangular concept map to assess his students'
understanding of three concepts -- function, first derivative, and second
derivative. You write those three words in a triangle with arrows
pointing between each concept. Then the students are to write two
sentences describing the relationship of each concept on the legs of the
triangle. (It is sure easier to draw the thing than describe it!). He
showed examples of his students' responses -- clearly, many of them were
hung up on the second derivative test and didn't really understand the
relationship of the first and second derivative.
Anyway, I'm wondering if anyone else is using this technique -- for what
concepts and for what reasons. And, if not, can we come up with some
topics where it seems like a good way to assess student knowledge of the
big picture versus the little brushstrokes?
--Laura
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Laura Petersen petersen@lcsc.edu
Division of Natural Sciences PHONE 208-799-2484
Lewis-Clark State College FAX 208-799-2064
500 8th Avenue
Lewiston ID 83501-2698 USA
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