This work shows the scope of concept maps in university students' learning by identifying the aspects and connections that arise in concept maps on different topics in mathematical education. It is part of a project that implements various methodologies at this level. This qualitative study considers teacher training students of an obligatory course in a Chilean university. The students produced concept maps on the notions of didactics, mathematics, and lesson design, and explained the reasons for the designs. The analysis considers three aspects: hierarchical organization, progressive differentiation, and integrative reconciliation. The results show a progression in the learning and processing of different classroom-related concepts, changes in the location of key concepts in teacher training, and an integration of new concepts, which becomes more explicit in the last maps created.