Meaningful Learning and Concept Maps: fundamentals, interfaces, and implications for teaching mathematics

• DOI: https://doi.org/10.22533/at.ed.515742618029

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• Abstract:

  Contemporary education faces the ongoing challenge of overcoming models centered on memorization and moving toward pedagogical practices that promote deep understanding, intellectual autonomy, and the ability to transfer knowledge. In this scenario, the Theory of Meaningful Learning (TML), proposed by David Ausubel, emerges as one of the most influential contributions of Cognitive Psychology applied to education, emphasizing that learning is essentially attributing meaning to new knowledge based on what the learner already knows.
  This perspective gains even more relevance in light of the social, cultural, and technological transformations that characterize the 21st century. In a world marked by the rapid circulation of information, it is not enough to accumulate data: it is essential to develop the ability to understand, relate, interpret, and apply knowledge in different contexts. Schools, therefore, are called upon to review their practices, shifting the focus from the simple transmission of content to the construction of learning experiences that make sense to students and contribute to their comprehensive education.
  In this context, meaningful learning presents itself as a theoretical and methodological alternative capable of guiding concrete changes in pedagogical practice. By recognizing the importance of prior knowledge, motivation, and the hierarchical organization of concepts, this approach redefines the role of the teacher, who is no longer just a transmitter of information but acts as a mediator, organizer, and facilitator of the knowledge-building process. 
  The teaching of mathematics, in particular, is a fertile field for the application of these principles. Traditionally associated with abstraction and difficulty, this subject has often been taught mechanically, based on the repetition of procedures and the memorization of formulas. This approach contributes to the construction of a negative image of mathematics and to the difficulty many students have in understanding its usefulness and relevance. Meaningful learning proposes a different path, in which mathematical concepts are presented progressively, connected to everyday life and articulated with real experiences. In this movement of transformation, Concept Maps emerge as a powerful pedagogical tool, capable of making the relationships between concepts visible and favoring the organization of knowledge. 
  This article discusses the fundamentals of meaningful learning, its connection to mathematics teaching, and the role of Concept Maps as a pedagogical tool capable of materializing, visualizing, and evaluating this process. Throughout the discussion, it is argued that the integration of cognitive theory, teaching strategies, and knowledge representation tools constitutes a promising path for the transformation of educational practices, favoring the construction of deeper, more critical, and lasting learning.