Abstract
The paper substantiates the importance of using the method of mental maps in teaching. The main provisions of the theory of mental maps are described. The paper seeks to investigate the attitudes towards using mental maps in graduate students at pedagogical universities. Using the resulting data, the paper aims to formulate methodological recommendations that would help students develop their ability to build mental maps. The paper also reveals a contradiction between the high level of theoretical knowledge about mental maps among graduate students and the low level of formation of their practical skills to build mental maps.
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