CONCEPT MAPS AS FACILITATORS OF MEANINGFUL LEARNING IN MATHEMATICS TEACHING

Abstract

This theoretical article investigates the contribution of concept maps to meaningful learning in mathematics teaching, proposing a reflection on how this tool can facilitate the interconnection of previous and acquired knowledge, promoting a deeper and more lasting understanding of mathematical concepts. Its general objective is to investigate the use of concept maps as a means of identifying signs of Meaningful Learning. The study is based on David Ausubel's theory of meaningful learning and highlights how concept maps can be used not only to organize and represent knowledge, but also as diagnostic and formative tools in the educational process. The research is based on a literature review and qualitative exploring the effectiveness of concept maps in promoting meaningful learning. It was realized that the concept map is a valuable tool to identify and address gaps in students' knowledge, promoting a more solid and integrated understanding of mathematical concepts.