Digital mathematical maps - results from iterative research cycles

Jurnal Pendidikan Matematika (Kudus)

The growing research on the use of the MathCityMap application in mathematics education necessitates a summary of its finding. MathCityMap is an application supported by the use of mobile technology to provide real visualization of mathematics concepts to students in order to improve students' mathematical problem-solving skills. This study aims to provide an overview of the application of the MathCityMap application to increase students' mathematical problem-solving skills. A systematic literature review (SLR) was used to synthesize research relevant to the objectives of this study. Research steps using Systematic Literature Review are formulating research questions, applying inclusion criteria, looking for studies related to the topic, selecting some studies to be the main study, analyzing data from the studies’ results, and compiling them into research reports. Through Publish or Perish, Google Scholar, Directory of Open Access Journals (DOAJ), and Education Resources Inf...

2007

This paper is centred on the study of the role that information visualisation can have in mathematics learning. A theoretical analysis is worked out in order to give account of the complex phenomena that take place in the classroom in order to allow students to construct a mental image of the mathematical object involved in the activity. This theoretical analysis is the reference to study the different didactical functions that information visualisation can develop in learning process. This different functions are discussed making reference to the role that Cabri Gèométre can have in the teaching/learning processes of Euclidean geometry.

Transstellar Journals, 2022

The current thesis was performed with the aim of examining how students and teachers in Learning and Teaching of Mathematics using Concept Mapping use it. Experienced professors are often faced with the challenge of presenting courses or content in a way that students understand and enjoy by hands-on instruction. A compromise may be to reduce the amount of instructional material. Unquestionably, changes are needed, not so much in terms of content as in terms of presentation. A description map is a diagram that shows how definitions are related to one another. It is a graphical platform for organizing and visualizing section or theme material. The phrases (concepts) are often written in "balloons," with lines and, if possible, words defining their relationship connecting them. Describe an experiment in which two groups of students were given different directions for creating conceptual maps in this paper. The experiment revealed that concept maps had a broad range of mathematical applications.

Educational Research and Reviews, 2016

The purpose of this study was to investigate the effects of using dynamic geometry software on preservice mathematics teachers' spatial visualization skills and to determine whether spatial visualization skills can be a predictor of success in learning analytic geometry of space. The study used a quasiexperimental design with a control group. There were 46 students in the experimental group and 48 students in the control group. The Purdue Spatial Visualization Test (PSVT) was applied as both preand post-test to measure the students' spatial visualization skills. Furthermore, the Prior Knowledge Test (PKT) was administered at the beginning of the study to measure their prior knowledge, and the Academic Achievement Test (AAT) was used to evaluate their ability in analytic geometry of space. The results of the study showed that using dynamic geometry software was effective for improving students' spatial visualization skills. It was also found that spatial visualization skills are a significant predictor of success in spatial analytic geometry.

2012

Mathematics requires a vast foundational knowledge in order for students to be successful as they advance through the years. Often times, it is common for teachers to teach these foundational skills over and over to ensure mastery prior to students' advancement. Given this fact, my capstone project was dedicated to increasing students' conceptual knowledge of mathematics through the use of concept mapping in the classroom. This project spanned a total of four math investigations, with two of the investigations taught using concept mapping in addition to the regular curriculum. Data collected to identify the effects of mapping on conceptual understanding, long-term memory, motivation and teacher professionalism included; preunit, postunit, and delayed assessments, interviews, journal entries, surveys, and the concept maps themselves. The results of the study were mixed. Concept mapping had positive impact on conceptual understanding in general. Data also indicate that mapping within the classroom increased student motivation. Finally, the results indicate that concept mapping had a positive impact on my goals as a teacher and my professionalism within the community.

2011

This action research project, conducted in an 8th grade classroom by Daniel Long, investigated how Thinking Maps could be utilized by the students to broaden critical thinking skills and enhance their understanding of the content being presented. The research data was gathered through anonymous student surveys, instructor observation notes and a post-intervention assessment. Students were taught the function and proper construction of all eight Thinking Maps and were encouraged to utilize them on multiple occasions every day. The findings by Long indicated that when students constructed Thinking Maps, they were able to achieve greater understanding than those students who used traditional note taking strategies.

The use of technology in education gains importance day by day. In this case, the learning opportunities and student-teacher roles are changing and the learning environment is becoming rich. Within this change, it is important to reveal opinions of teachers about the use of digital concept cartoons (DCC) and digital concept maps (DCM) in mathematics course, which draw students' interest and which are more interesting teaching materials. In this context, the aim of the research is to reveal the opinions of teachers about the use of DCCs and DCMs in mathematics courses for the elimination of misconceptions seen in students. Qualitative method was used in the research. The application was performed with five different mathematics teachers in four different secondary school mathematics courses for six weeks during the spring semester of 2016-2017 academic year. As a result of the research, it was seen that teachers generally had positive opinions about the use of these tools when their opinions were examined. Keywords: Mathematics education, Elimination of misconceptions, Digital concept cartoons, Digital concept maps, Secondary school students.

arXiv (Cornell University), 2015

In this paper we present our experience in using visualization in mathematics education. The experience with our university courses: "Computer tools in matematics" and "Symbolic algebra" provides the basis for mathematics teacher education program http://vizuelizacija.etf.rs/. The program is intended for elementary and high school teachers. The education program deals with modern techniques of visualization by using technologies such as GeoGegebra, JAVA and HTML.

The visualization as an approach in the teaching process is not only limited representation of drawings in order to illustrate certain objects or concepts, but it is used in every step of solving mathematical problems, especially in the geometry. It is thought that mathematics is more "abstract world", which examines objects and concepts quite different from physical phenomena that rely on visualization with all its various forms and levels. In this paper we analyzed the perceptions and attitudes about the use of ICT tools for visualization as a "modern" approach for solving geometry problems in primary schools in Macedonia. The obtained results of the research are processed with the software package SPSS19. Observations are discussed and there are given conclusions and recommendations.

JOURNAL OF ADVANCES IN MATHEMATICS, 2021

In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching aids. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. Visualizat...