Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results
The paper deals with the application of concept mapping in teaching mathematics at the primary level of education (ISCED 1), as well as the experimental verification of its qualitative contribution to the process of education. The authors present results obtained in a sample survey aimed at monitori...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-06-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/10/12/1965 |
| _version_ | 1797484734722342912 |
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| author | Ján Záhorec Alena Hašková Roman Hrmo |
| author_facet | Ján Záhorec Alena Hašková Roman Hrmo |
| author_sort | Ján Záhorec |
| collection | DOAJ |
| description | The paper deals with the application of concept mapping in teaching mathematics at the primary level of education (ISCED 1), as well as the experimental verification of its qualitative contribution to the process of education. The authors present results obtained in a sample survey aimed at monitoring possibilities of influencing pupils’ relationship to teaching and mastery of mathematics using digital concept maps within the process of pedagogical intervention. The authors tested the degree to which digital concept maps influence changes in the pupils’ opinions and attitudes to mathematics (subject popularity, interest in the subject, easiness of understanding, fear and apprehension of mathematics) while explaining and fixating the curriculum of selected mathematics topics in the third grade of a primary school. The results of the experiment did not confirm that teaching supported by concept maps contributes to reducing pupils’ negative attitudes towards subjects, particularly in mathematics at the primary level (ISCED 1). Due to the pedagogical intervention of concept mapping, no statistically significant changes occurred in the pupils’ attitudes to the observed factors of mathematics. However, the authors have come up with research findings that may be notable in the field of branch didactics of mathematics and digital technologies. |
| first_indexed | 2024-03-09T23:09:38Z |
| format | Article |
| id | doaj.art-3f29a0cb8720442eab51e7f221fd768d |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-09T23:09:38Z |
| publishDate | 2022-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-3f29a0cb8720442eab51e7f221fd768d2023-11-23T17:47:29ZengMDPI AGMathematics2227-73902022-06-011012196510.3390/math10121965Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment ResultsJán Záhorec0Alena Hašková1Roman Hrmo2Faculty of Education, Comenius University in Bratislava, 813 34 Bratislava, SlovakiaFaculty of Education, Constantine the Philosopher University in Nitra, 949 01 Nitra, SlovakiaDTI University, 018 41 Dubnica nad Váhom, SlovakiaThe paper deals with the application of concept mapping in teaching mathematics at the primary level of education (ISCED 1), as well as the experimental verification of its qualitative contribution to the process of education. The authors present results obtained in a sample survey aimed at monitoring possibilities of influencing pupils’ relationship to teaching and mastery of mathematics using digital concept maps within the process of pedagogical intervention. The authors tested the degree to which digital concept maps influence changes in the pupils’ opinions and attitudes to mathematics (subject popularity, interest in the subject, easiness of understanding, fear and apprehension of mathematics) while explaining and fixating the curriculum of selected mathematics topics in the third grade of a primary school. The results of the experiment did not confirm that teaching supported by concept maps contributes to reducing pupils’ negative attitudes towards subjects, particularly in mathematics at the primary level (ISCED 1). Due to the pedagogical intervention of concept mapping, no statistically significant changes occurred in the pupils’ attitudes to the observed factors of mathematics. However, the authors have come up with research findings that may be notable in the field of branch didactics of mathematics and digital technologies.https://www.mdpi.com/2227-7390/10/12/1965primary education (ISCED 1)teaching mathematicsinnovative teaching methodsconcept mapspedagogical experimentbranch didactics |
| spellingShingle | Ján Záhorec Alena Hašková Roman Hrmo Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results Mathematics primary education (ISCED 1) teaching mathematics innovative teaching methods concept maps pedagogical experiment branch didactics |
| title | Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results |
| title_full | Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results |
| title_fullStr | Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results |
| title_full_unstemmed | Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results |
| title_short | Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results |
| title_sort | concept mapping in teaching mathematics in slovakia pedagogical experiment results |
| topic | primary education (ISCED 1) teaching mathematics innovative teaching methods concept maps pedagogical experiment branch didactics |
| url | https://www.mdpi.com/2227-7390/10/12/1965 |
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