Using Concept Maps to Assess Change in Elementary Mathematics Teachers’ Understanding of Number Sense

• In Event: AMTE Poster Session

Description for Program

In this poster, we share results of a mixed methods study that explored pre/post concept maps to determine if a four-week number sense course which was part of an Elementary Mathematics Specialist Program changed inservice teachers’ number sense knowledge.

Authors

• Adrienne Anne Redmond-Sanogo, Oklahoma State University

• Kansas Conrady, University of Oklahoma