Concept Mapping in Mathematics

1. Part A: A Historical Overview Of Concept Mapping

2. The Development and Evolution of the Concept Mapping Tool Leading to a New Model for Mathematics Education
Joseph D. Novak, Alberto J. Cañas

2. Part B: Primary Mathematics Teaching And Learning

3. Analysing the “Measurement” Strand Using Concept Maps and Vee Diagrams
Karoline Afamasaga-Fuata’i

4. Concept Mapping as a Means to Develop and Assess Conceptual Understanding in Primary Mathematics Teacher Education
Jean Schmittau, James J. Vagliardo

5. Using Concept Maps and Vee Diagrams to Analyse the “Fractions” Strand in Primary Mathematics
Karoline Afamasaga-Fuata’i

6. Concept Maps as Innovative Learning and Assessment Tools in Primary Schools
Karoline Afamasaga-Fuata’i, Greg McPhan

3. Part C: Secondary Mathematics Teaching And Learning

7. Evidence of Meaningful Learning in the Topic of ‘Proportionality’ in Second Grade Secondary Education
Edurne Pozueta, Fermín M. González

8. Concept Mapping as a Means to Develop and Assess Conceptual Understanding in Secondary Mathematics Teacher Education
Jean Schmittau

9. Concept Mapping a Teaching Sequence and Lesson Plan for “Derivatives”
Karoline Afamasaga-Fuata’i

10. Curricular Implications of Concept Mapping in Secondary Mathematics Education
James J. Vagliardo

11. Using Concept Maps and Gowin’s Vee to Understand Mathematical Models of Physical Phenomena
Maria S. Ramírez Mantilla, Mario Aspée, Irma Sanabria, Neyra Tellez

12. Applying Concept Mapping to Algebra I
William Caldwell

4. Part D: University Mathematics Teaching And Learning

13. Enhancing Undergraduate Mathematics Learning Using Concept Maps and Vee Diagrams
Karoline Afamasaga-Fuata’i

14. Concept Mapping: An Important Guide for the Mathematics Teaching Process
Rafael Pérez Flores

15. Concept Mapping and Vee Diagramming “Differential Equations”
Karoline Afamasaga-Fuata’i

16. Using Concept Maps to Mediate Meaning in Undergraduate Mathematics
Karoline Afamasaga-Fuata’i

5. Part E: Future Directions

17. Implications and Future Research Directions
Karoline Afamasaga-Fuata’i

Avainsanat: Education, Learning & Instruction, Mathematics Education