Examining mathematics teachers’ perceptions of concept mapping to facilitate meaningful learning

Abstract

Concept maps enhance the quality of learning, as they can promote meaningful learning. However, teachers rarely integrate concept maps into their instructional practices. This study aims to explore teachers’ perceptions of using concept maps to support meaningful learning. This study employed a qualitative research design to examine teachers’ perceptions of the use of concept maps in facilitating students’ meaningful learning. The study involved 16 teachers who participated in a three-day professional training program (120 minutes each day) focused on the use of concept maps in teaching quadratic function graphs. Data were collected through concept map documentation and semi-structured interviews. The findings revealed differences between teachers’ self-assessment scores and the researchers’ assessments, particularly in the cross-link aspect indicating that these discrepancies were caused by teachers’ limited understanding of the concept map assessment rubric criteria. Teachers demonstrated positive attitudes towards using concept maps as tools to assess students’ conceptual understanding. They used concept maps to connect new material with prior knowledge and to assign students tasks that summarize learning content. The implications of this study highlight the need for professional training that emphasizes the consistent use of concept map rubrics to support teachers’ professional reflection and potentially enhance students’ conceptual understanding.