The effects of different uses of concept mapping upon the students' concept map creating level and academic achivement in ninth class mathematics curriculum

In this research, the effects of creating concept map level and academic achievement on students "who learned concept mapping by stages technique and who learned concept mapping by non-stages technique" were measured. In this manner, by the researcher the "Sets" unit in Ninth Class Mathematics Curriculum was chosen to measure the academic achievement and concept mapping teaching. The studying was carried on 2004-2005 I. Semester. Maltepe Orhangazi High School two ninth classes were used as the subject group of the study. The class with 25 students was the first experimental group and the unit was applied with concept mapping by non-stages technique. Another class with 25 students was the second experimental group and the unit was applied with concept mapping by stages technique. The Novak's concept map evaluation form (1984) was used to evaluate the maps of the samples. The data gathered from pretest, posttest were computed with independent samples t- test. There is a significant difference between posttest average scores and concept mapping scores supporter the group used concept mapping by stages technique. It was seen that concept mapping by stages technique is more effective than the other technique and it is more powerful in mathematics teaching. Key Words: Concept Mapping, Mathematics Teaching, Meaningful Learning, Academic Achievement Vll