Concept Mapping in Mathematics: Tools for the Development of Cognitive and Non-cognitive Elements

The present work deals with a teaching experience with students beginning their formation in engineering at a university level. It deals with a non traditional course of Calculus using concept mapping as a teaching tool. Considering learning by the students to be a development of both cognitive aspects as well as non-cognitive aspects, concept mapping was integrated into the course in order to develop different components of logical reasoning and spatial orientation, as well as to develop a component to the non-cognitive sphere: the self-concept. The teaching experience described represents a phase of experimentation forming part of research into the teaching of mathematics. It is an attempt to show that in the framework of the cognitive paradigm of education mathematics and teaching strategies with concept mapping as a tool can be considered as a means to the development of thought and affectivity, that is to say, for the cognitive and non-cognitive.