Title: Concept Map Assessment: An Experimental Mathematical Study
Abstract: In this experimental study, we analyzed the ability to understand and ability to share mathematical knowledge of our modified context maps (MCM) and compared them to the standard linear form of examination. For these purposes, the categorization of mathematical knowledge to local and structural understanding and craft was defined. Experimentation was conducted during the regular final oral exam of Linear algebra courses for computer science freshmen university students. No benefits were given for participation in the experiment.According to the questionnaire self-report student data, the MCM method combined with student-examiner discussion shares statistically significantly better structural understanding than the linear form. However, the MCM method shares less local understanding than the linear form, given randomized data set. Moreover, students claim that the MCM oral examination form is almost as objective as other oral exams they attempted during faculty study. Students created surprisingly good modified cognitive maps, although we assumed their low to none practical experience with concept mapping.