The Study of Concept Map Implementation for Enhancing Professional Knowledge of a High School Mathematics Teacher

This paper presents a case study of an eight-year teaching experiences junior high school teacher conducting the concept map as a mathematical teaching and learning tool to enhance her professional knowledge. Data collection for the study included the subject’s interviews, classroom observations, the subjects' teacher professional development community discussion sessions, teaching videotaping, and students' learning material analysis. The findings are as follows: The subject teacher’s role has been changed from the deliverer into the communicator and distributor. Through the discussion and sharing session with the Mathematics Teacher Professional Development Community discussion session (MTPDC), the subject’s mathematics teaching beliefs has been changed. The teacher gained the more self-confidence about her mathematics teaching also raising the instructor’s teaching effectiveness.