Epistemic Potentials and Challenges with Digital Collaborative Concept Maps in Undergraduate Linear Algebra

Abstract

This paper aims to investigate epistemological potentials and challenges of digital concept mapping in collaborative activities of pre-service teachers regarding conceptualization in undergraduate linear algebra. Design experiments were undertaken within a larger design-based project with preservice mathematics teachers for upper secondary school in Germany to look at students' connections and translations between three modes of representations and thinking of concepts such as matrices and determinants. Besides testifying that concept maps have the potential to foster students' organization of the concepts, the results also show how collaborative digital mapping can support three kinds of transitions and students' experiences: (1) within a digital CmapTools, (2) across a digital and a physical medium and (3) beyond a single digital resource by integrating DGS and CmapTools, which gained importance since the pandemic outrage.

Epistemic Potentials and Challenges with Digital Collaborative Concept Maps in Undergraduate Linear Algebra