Communicating Students' Understanding of Undergraduate Mathematics using Concept Maps

Abstract

The concept map data from a study of Samoan university students constructing topic concept maps and vee diagrams of problems throughout a semester is presented. Students found that, initially, concept mapping their topic was difficult. However with independent research and multiple critiques, their understanding of the conceptual structure of the topics deepened, becoming integrated and differentiated as evident from the concepts selected, valid propositions and structural complexity of the maps. Students also improved their skills in negotiating meaning, challenging and counter-challenging each others' explanations. Findings imply concept maps can facilitate the effective communication of students' understanding within a social setting.