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<p>This study aimed to investigate how the use of concept maps can enable and support teachers to engage in professional noticing practices by working with and analyzing geometric concept maps. The study involves 38 Master of Education (M.Ed.) mathematics education students from two teacher education colleges in Israel. Participants engaged in constructing concept maps and subsequently responded to open-ended questionnaires, after being exposed to students’ concept maps on the same topic. Utilizing qualitative methods, the findings reveal that this exposure positively impacts teachers’ capacity to observe and address geometric facets, particularly in concept definitions and inclusion relationships. Additionally, the study identifies two key categories, map arrangement and connecting phrases, as critical factors in interpreting concept map.</p>

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Concept Maps as a Tool for Noticing Geometrical Definitions and Inclusion Relationships

  • 期刊论文

  • 发表日期：

    2026年3月31日

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  • Aehsan Haj-Yahya,
  • Hussam Arisha Haj-Yahya

摘要

This study aimed to investigate how the use of concept maps can enable and support teachers to engage in professional noticing practices by working with and analyzing geometric concept maps. The study involves 38 Master of Education (M.Ed.) mathematics education students from two teacher education colleges in Israel. Participants engaged in constructing concept maps and subsequently responded to open-ended questionnaires, after being exposed to students’ concept maps on the same topic. Utilizing qualitative methods, the findings reveal that this exposure positively impacts teachers’ capacity to observe and address geometric facets, particularly in concept definitions and inclusion relationships. Additionally, the study identifies two key categories, map arrangement and connecting phrases, as critical factors in interpreting concept map.