PRE-SERVICE PRIMARY TEACHER ATTITUDES TOWARDS MENTAL MAPPING IN MATHEMATICS

Palacký University Olomouc, Faculty of Education (CZECH REPUBLIC)

Appears in: EDULEARN17 Proceedings

Publication year: 2017

Pages: 9182-9188

ISBN: 978-84-697-3777-4

ISSN: 2340-1117

doi: 10.21125/edulearn.2017.0723

Publication year: 2017

Pages: 9182-9188

ISBN: 978-84-697-3777-4

ISSN: 2340-1117

doi: 10.21125/edulearn.2017.0723

Conference name: 9th International Conference on Education and New Learning Technologies

Dates: 3-5 July, 2017

Location: Barcelona, Spain

Dates: 3-5 July, 2017

Location: Barcelona, Spain

The knowledge structure is regarded as an important component of understanding, and concept mapping is regarded as a strategy towards a successful learning of mathematics. Mental mapping techniques are interpreted as visual representatives of students’ thinking and students’ knowledge structures. In the design of conceptual maps, students will collate mathematical concepts, understand mutual hierarchical links and connections. Conversely, the concept map reflects the structuring of the mathematical fundamentals in the student's mind.

The paper summarizes our experiences with the concept mapping strategy in pre-service primary teacher mathematics teaching and the partial results ascertained in the research entitled ACPM (Attitudes Towards Concept Mapping in Mathematics), which was practised in 2016 and 2017. This research was focused on student attitudes to the using of the concept mapping strategy for a better understanding of mathematical foundations. We believe that if future teachers accept conceptual mapping as a strategy that leads to a successful understanding of mathematical fundamentals, they will pass on this progressive method in the future teaching profession.

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