The qualitative analysis of concept maps produced by students and teachers from secondary and higher education consistently show the occurrence of three morphological types: spokes, chains and nets. The significance of these structures is discussed in terms of their implications for university teaching and for further learning, and supports a reconceptualisation of the notion of expertise as a ...

ion Step two is for each student teacher, individually, to produce their own representation of their conception of mathematical proof using any or all of the above key terms (or others that they might choose), arranging them on a blank piece of paper from their own perspective, and joining Mathematics Education Review, Volume 9, May 1997 pp21-32 27 key terms in what they consider a meaningful w...

Concept mapping is a technique used to provide a visual representation of an individual’s ideas about a concept or set of related concepts. This paper describes a concept mapping tool using a photograph association technique (CoMPAT) that is considered to be a novel way of eliciting children’s ideas. What children at 11 years of age know about particular concepts related to microbial activity i...

In the process of constructing a concept map, a common problem is how to achieve a correct topological distribution of the concepts created. The project described in this paper uses Case Based Reasoning techniques to develop a Concept Map Topology Counselor that suggests improvements to a concept map based on its layout. The case base is constructed using examples of concept maps that present t...