Using Interpretive Essays and Concept Maps in Mathematics Assessment

Sik Yang^*
*Correspondence: Sik Yang, Department of Mathematical Sciences, Beijing University of Technology, Beijing, China, Email:

Description

Concept maps and interpretive essays offer innovative methods for assessing student understanding and proficiency in mathematics, going beyond traditional exams and quizzes. These approaches provide students with opportunities to demonstrate their comprehension, critical thinking skills, and ability to make connections between mathematical concepts in a more holistic manner, Concept maps serve as visual representations of students' knowledge structures, illustrating the relationships between different mathematical concepts, definitions, theorems, and problem-solving strategies. By constructing concept maps, students organize and articulate their understanding of mathematical topics, identifying key concepts and illustrating how they are interconnected. This process not only reinforces learning but also allows instructors to assess the depth and breadth of students' conceptual understanding, Furthermore, concept maps can be used as a formative assessment tool, enabling instructors to identify misconceptions or gaps in students' understanding early in the learning process. By analysing students' concept maps, instructors can provide targeted feedback and guidance, helping students refine their understanding and address areas of confusion or misunderstanding [1].

Interpretive essays provide students with opportunities to engage in higher-order thinking and reflection, applying mathematical concepts to realworld contexts or exploring the historical, cultural, or philosophical dimensions of mathematics. Through interpretive essays, students demonstrate their ability to analyze, synthesize, and evaluate mathematical ideas, communicate their insights effectively, and construct coherent arguments supported by evidence. Moreover, interpretive essays encourage students to develop metacognitive skills, reflecting on their learning experiences, identifying strategies for problem-solving and mathematical reasoning, and articulating the significance of mathematics in their lives and society. By writing interpretive essays, students deepen their understanding of mathematical concepts and develop a greater appreciation for the relevance and applicability of mathematics in diverse contexts, Incorporating concept maps and interpretive essays into mathematics assessment practices promotes a more authentic and meaningful learning experience, fostering students' creativity, critical thinking, and communication skills. These approaches empower students to take ownership of their learning, engage with mathematical concepts in meaningful ways, and develop the skills and dispositions necessary for lifelong learning and success in mathematics and beyond. Additionally, these assessment methods provide instructors with valuable insights into students' cognitive processes, enabling them to tailor instruction to meet students' individual needs and promote deeper learning and understanding [2].

Furthermore, using concept maps and interpretive essays for assessment in mathematics encourages a more inclusive and diverse approach to learning and evaluation. These methods allow students to express their understanding of mathematical concepts in ways that resonate with their unique backgrounds, experiences, and learning styles. Students from diverse cultural, linguistic, and socioeconomic backgrounds may find these assessment formats more accessible and meaningful, as they provide opportunities for creative expression and personal reflection. In addition, concept maps and interpretive essays promote interdisciplinary connections and interdisciplinary thinking in mathematics education. By encouraging students to explore the connections between mathematics and other disciplines, such as science, technology, engineering, the arts, and humanities, these assessment methods foster a more holistic understanding of mathematics and its relevance to various aspects of the world. This interdisciplinary approach helps students develop a broader perspective on mathematics and its applications, preparing them for success in an increasingly interconnected and complex world. Moreover, concept maps and interpretive essays promote lifelong learning skills that are essential for success in the 21^st century. By engaging in reflective practice, critical analysis, and effective communication, students develop skills that are transferable to various academic, professional, and personal contexts. These assessment methods encourage students to become self-directed learners who can think critically, solve problems creatively, and communicate their ideas effectively—skills that are highly valued in today's knowledge-based economy [3-5].

Acknowledgement

None.

Conflict of Interest

None.

References

1. Baddeley, Alan. "Working memory." Math Sci 255 (1992): 556-559.

   Google Scholar

2. Mansoury, Masoud, Himan Abdollahpouri, Mykola Pechenizkiy and Bamshad Mobasher, et al. "Feedback loop and bias amplification in recommender systems." Proc ACM Int Conf (2020):2145-2148.

   Google Scholar, Crossref, Indexed at

3. Jacob, Daniel. "Cross-fitting and averaging for machine learning estimation of heterogeneous treatment effects." arXiv preprint arXiv: (2020): 2007-02852

   Google Scholar, Crossref, Indexed at

4. Obermeyer, Ziad, Rebecca Nissan, Michael Stern and Stephanie Eaneff, et al. "Algorithmic bias playbook." CAAI (2021).

   Google Scholar, Crossref

5. Madhavan, Poornima and Douglas A. Wiegmann. "Similarities and differences between human and human–automation trust: An integrative review." Theor Issues Ergon Sci 8 (2007): 277-301.

   Google Scholar, Crossref, Indexed at