Concept Maps Provide a Window onto Preservice Elementary Teachers’ Knowledge in the Teaching and Learning of Mathematics

  • Tanya Chichekian McGill University 3700 McTavish Street Montreal, Quebec H3A 1Y2
  • Bruce M. Shore McGill University 3700 McTavish Street Montreal, Quebec H3A 1Y2

Abstract

This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course.  Teachers’ visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics.  We collected 28 students’ concept maps and analyzed them by counting the number of concepts and links within and across knowledge, teaching, and learning.  We also examined the nature of the links between two domains of concepts.  Preservice teachers revealed limited knowledge about how students learn mathematics.  Concept maps successfully identified areas in which preservice teachers held a less sophisticated understanding of mathematics and its connection to pedagogy.

 

Published
2014-05-06
How to Cite
Chichekian, T., & Shore, B. M. (2014). Concept Maps Provide a Window onto Preservice Elementary Teachers’ Knowledge in the Teaching and Learning of Mathematics. Canadian Journal of Education/Revue Canadienne De l’éducation, 36(3), 47-71. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1542
Section
Articles