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Book Synopsis

This book investigates the practicability and effectiveness of the concept map as a tool for assessing studentsâ conceptual understanding in mathematics.

The author first introduces concept mapping and then employs it to investigate studentsâ conceptual understanding of four different mathematical topics. Alongside traditional scoring methods, she adopts Social Network Analysis, a new technique, to interpret student-constructed concept maps, which reveals fresh insights into the graphic features of the concept map and into how students connect mathematical concepts. By comparing two traditional school tests with the concept map, she examines its concurrent validity and discusses its strengths and drawbacks from the viewpoint of assessing conceptual understanding. With self-designed questionnaires, interviews, and open-ended writing tasks, she also investigates students and teachersâ attitudes toward concept mapping and describes the implications these findings may have for con

Concept Mapping as an Assessment Tool for

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    Order before 4pm today for delivery by Thu 13 Aug 2026.

    A Paperback by Haiyue JIN

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      Publisher: Taylor & Francis
      Publication Date: Publication Date: 5/27/2024
      ISBN13: 9781032216454, 978-1032216454
      ISBN10: 103221645X
      Also in:
      Philosophy and theory of education

      Description

      Book Synopsis

      This book investigates the practicability and effectiveness of the concept map as a tool for assessing studentsâ conceptual understanding in mathematics.

      The author first introduces concept mapping and then employs it to investigate studentsâ conceptual understanding of four different mathematical topics. Alongside traditional scoring methods, she adopts Social Network Analysis, a new technique, to interpret student-constructed concept maps, which reveals fresh insights into the graphic features of the concept map and into how students connect mathematical concepts. By comparing two traditional school tests with the concept map, she examines its concurrent validity and discusses its strengths and drawbacks from the viewpoint of assessing conceptual understanding. With self-designed questionnaires, interviews, and open-ended writing tasks, she also investigates students and teachersâ attitudes toward concept mapping and describes the implications these findings may have for con

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