Abstract
Two recent articles in this journal (bartels 1995; hanselman 1996) have promoted the use of concept maps and webs as instructional tools for helping students make connections and examine relationships among mathematical ideas. We present a use of concept maps as an assessment tool that is augmented by an additional activity. This elaboration of a concept map has the potential to give a teacher additional information about what students are coming to understand and to help the teacher decide the direction of future instruction. Further, it gives control to students to construct their own personal representation of what they know, how they know it, and what they are struggling with.
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