Study of the Effects of Concept Mapping Instructional Design for Math Learning

• Main Authors: Chin-Ying Weng, 翁錦瑛
• Other Authors: 洪碧霞
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/70118260067248165281

碩士 === 臺南師範學院 === 教師在職進修數學碩士學位班 === 90 === The main purpose of this study is to develop mathematical instructional designs based on Novak’s concept mapping theory to examine the learning effects for the fifth graders. The experimental group received 5 classes of the concept mapping strategy introduction activity; the control group received none. Then the experimental group received 16 classes of mathematical concept mapping instruction with regard to two units, one on decimal and one on area, while the control group received mathematic instruction as written in the Teacher’s Guidebook. The students of two groups took the test of decimal and area concept and delayed test after the experiment. The results of their regular monthly tests and monthly delayed tests were analyzed to discuss the learning effect of mathematical concept mapping activities. At the same time, the study uses the questionnaire results to analyze the attitude of experiment group’s students toward mathematical concept mapping teaching. The results suggests that most students of experimental group have learned to structure their own concept maps. There were differences in quality and quantity of relationships (quantity of proposition), hierarchies and cross-links of the maps structured by different level of students’ mathematics achievements. The correlation coefficients between the score of concept maps and mathematics achievements were around .13 to .46. Some students are void of the concept of decimal fraction and place value; other students cannot grasp the area measurement. From the questionnaire, most of the students think that the concept mapping is not difficult. Also, they agree that a group-cooperation structuring map is helpful to their studying mathematics and other areas. The correlation coefficient between learning attitude of concept mappings and mathematics achievements was .33; among these, that of the students with high or middle abilities was .61. The immediate learning effect of the mathematical concept mapping instruction was significant of low ability group, whereas the remote learning effect was more significant of high ability group. The results of this study show that the learning effect of mathematical concept mapping is with promising potential. Using larger sample to make longer intervention would be helpful for clarifying the interaction issue. Some recommendations for instruction and application planning were also provided.