RUME 28
2026
Alexandria, Virginia
Exploring Student Engagement With Concept Maps
Page: 1454
Concept maps are used across many disciplines but are less frequently utilized in mathematics. In this study, we investigate how mathematics students engage with the idea of the derivative when tasked with creating a concept map. These concept maps are analyzed with an established method – a scoring system. Our findings suggest that current approaches to analyzing concept maps make them an ineffective tool for deeply understanding student reasoning about the derivative.