The use of concept maps to assess preservice teacher understanding: a formative approach in mathematics education

Abstract

The research reported in this article explored the methods by which concept maps served as formative assessment by capturing changes in the ways preservice mathematics teachers represented their understanding of algebra. The participants were enrolled in a course on high school algebra for teachers and created the maps on the first and last day of the course. Selected concept maps are presented to illustrate the methodology and results of the concept map analyses. Suggestions for ways instructors can use these analy- ses to make formative decisions are offered.