Concept Maps & Vee Diagrams as Tools For Learning New Mathematics Topics

K Afamasaga-Fuata'i

Concept Maps & Vee Diagrams as Tools For Learning New Mathematics Topics

K Afamasaga-Fuata'i

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This paper presents the data for 6 students who participated in a study that investigated the use of the metacogntivetools of concept maps and vee diagrams in learning and solving problems for selected mathematics topics. The six students usedthe tools to learn about new mathematics topics. Initially, students struggled to understand their new topics and the tools.However, with independent research and progressively mapping their findings on concept maps and vee diagrams, and withcritiques and feedback from others, students eventually developed enhanced and deeper understandings of their chosen topics.

Original language	English
Title of host publication	Concept Maps: Theory, Methodology, Technology - Proceedings of the First International Conference on Concept Mapping
Editors	AJ Cañas, JD Novak, FM González
Place of Publication	Spain
Publisher	Institute for Human Machine Cognition
Pages	13-20
ISBN (Print)	8497690648
Publication status	Published - 2004
Event	CMC 2004: First International Conference on Concept Mapping - Pamplona, Spain Duration: 14 Sept 2004 → 17 Sept 2004

Conference

Conference	CMC 2004: First International Conference on Concept Mapping
City	Pamplona, Spain
Period	14/09/04 → 17/09/04

Keywords

Education Assessment and Evaluation

Access to Document

https://hdl.handle.net/1959.11/758

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Cite this

@inproceedings{a9203c1b5b3f4c078b361c211f91915f,

title = "Concept Maps \& Vee Diagrams as Tools For Learning New Mathematics Topics",

abstract = "This paper presents the data for 6 students who participated in a study that investigated the use of the metacogntivetools of concept maps and vee diagrams in learning and solving problems for selected mathematics topics. The six students usedthe tools to learn about new mathematics topics. Initially, students struggled to understand their new topics and the tools.However, with independent research and progressively mapping their findings on concept maps and vee diagrams, and withcritiques and feedback from others, students eventually developed enhanced and deeper understandings of their chosen topics.",

keywords = "Education Assessment and Evaluation",

author = "K Afamasaga-Fuata'i",

year = "2004",

language = "English",

isbn = "8497690648",

pages = "13--20",

editor = "AJ Ca{\~n}as and JD Novak and FM Gonz{\'a}lez",

booktitle = "Concept Maps: Theory, Methodology, Technology - Proceedings of the First International Conference on Concept Mapping",

publisher = "Institute for Human Machine Cognition",

note = "CMC 2004: First International Conference on Concept Mapping ; Conference date: 14-09-2004 Through 17-09-2004",

}

Afamasaga-Fuata'i, K 2004, Concept Maps & Vee Diagrams as Tools For Learning New Mathematics Topics. in AJ Cañas, JD Novak & FM González (eds), Concept Maps: Theory, Methodology, Technology - Proceedings of the First International Conference on Concept Mapping. Institute for Human Machine Cognition, Spain, pp. 13-20, CMC 2004: First International Conference on Concept Mapping, Pamplona, Spain, 14/09/04. <https://hdl.handle.net/1959.11/758>

Concept Maps & Vee Diagrams as Tools For Learning New Mathematics Topics. / Afamasaga-Fuata'i, K.
Concept Maps: Theory, Methodology, Technology - Proceedings of the First International Conference on Concept Mapping. ed. / AJ Cañas; JD Novak; FM González. Spain: Institute for Human Machine Cognition, 2004. p. 13-20.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Concept Maps & Vee Diagrams as Tools For Learning New Mathematics Topics

AU - Afamasaga-Fuata'i, K

PY - 2004

Y1 - 2004

N2 - This paper presents the data for 6 students who participated in a study that investigated the use of the metacogntivetools of concept maps and vee diagrams in learning and solving problems for selected mathematics topics. The six students usedthe tools to learn about new mathematics topics. Initially, students struggled to understand their new topics and the tools.However, with independent research and progressively mapping their findings on concept maps and vee diagrams, and withcritiques and feedback from others, students eventually developed enhanced and deeper understandings of their chosen topics.

AB - This paper presents the data for 6 students who participated in a study that investigated the use of the metacogntivetools of concept maps and vee diagrams in learning and solving problems for selected mathematics topics. The six students usedthe tools to learn about new mathematics topics. Initially, students struggled to understand their new topics and the tools.However, with independent research and progressively mapping their findings on concept maps and vee diagrams, and withcritiques and feedback from others, students eventually developed enhanced and deeper understandings of their chosen topics.

KW - Education Assessment and Evaluation

UR - http://cmc.ihmc.us/papers/cmc2004-271.pdf

UR - http://cmc.ihmc.us/1st%20Concept%20Mapping%20Conference.html

M3 - Conference contribution

SN - 8497690648

SP - 13

EP - 20

BT - Concept Maps: Theory, Methodology, Technology - Proceedings of the First International Conference on Concept Mapping

A2 - Cañas, AJ

A2 - Novak, JD

A2 - González, FM

PB - Institute for Human Machine Cognition

CY - Spain

T2 - CMC 2004: First International Conference on Concept Mapping

Y2 - 14 September 2004 through 17 September 2004

ER -

Concept Maps & Vee Diagrams as Tools For Learning New Mathematics Topics

Abstract

Conference

Keywords

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