Mathematics Scientific Journal Vol. 6, No. 2, S. N. 13, (2011), 29-37 Influence of using the strategy of concept maps in learning fractions M. Haghverdi a, 1 a Department of Mathematics, Islamic Azad University, Arak-Branch, Arak, Iran. Received 22 January 2011; Accepted 30 March 2011 Abstract This paper is about concept maps and how they can assist in the learning of concepts of mathematics. First the paper presents the theoretical background and working definitions for concept maps. Then this study examines the impact of using concept maps in learning of fractions. Results of this study indicated that using this strategy was effective in learning of fractions for fourth-grade students. This result confirms the effectiveness of the strategy of concept maps in teaching because it includes activities that link the concepts to help students understand new concepts and link them to previous ones. Keywords :Concept maps, Fraction, Learning, Mathematics education. Introduction One of the modern trends in teaching is the use of teaching strategies conducive to learning with meaning and knowledge by linking new concepts pertinent to old ones. In addition to the evolution witnessed in the modern world, Novak [1] has developed the idea of the hierarchical concepts based on Oozbil’s theory which goes that the student stores new information under higher and more comprehensive concepts called Concept Maps. Some studies have demonstrated that concept maps yield positive results when used for all levels of students’ achievements as well as for students with learning difficulties [2, 3, 4, and 5]. Concept maps facilitate the storage and retrieval 1 m-haghverdi@iau-arak.ac.ir