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This paper explores whether and how concept maps can capture changes in the ways that preservice mathematics teachers' represent their understanding of algebra when taking a course on high school algebra. The preservice teachers in this study created concept maps representing their understanding of high school algebra on the first and last day of the course. We describe the initial results of an analysis of these concept maps which showed that concept maps created at the end of the course were larger and more complex, on average, including more nodes and links compared to the concepts maps created at the beginning of the course. Additionally, we describe how these analyses can be used by instructors to make formative decisions in their own courses.

Dr. Aaron Brakoniecki is a Lecturer at Boston University. His research focuses on preservice teachers' uses of technology (specifically, the Internet) to support their learning of mathematics. He is also involved with the Noyce BEST project at BU, which focuses on training engineers to become mathematics teachers in high needs classrooms. Mr. Michael Ward, Boston UniversityMichael Ward is currently entering his senior year of Mechanical Engineering while simultaneously earning his MAT as part of Boston University's STEEP program which gives students the ability to earn an engineering BA and MAT in 5 years. Michael is also a member of BU's varsity cross country and track and field teams and volunteers an after-school program for Boston Public School students. A native of Boston, Michael would like to return to the Boston Public Schools as a Math/STEM teacher after completion of the STEEP program.

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