Abstract
<p>When it comes to mathematics education and learning, mind maps are a graphical representation of ideas and concepts widely used. A mind map can significantly improve student learning and teacher teaching activities by its unique structure and characteristics. This study demonstrates the feasibility and effectiveness of incorporating a mind map into the geometry curriculum for fourth-grade students. The findings of an experiment conducted on 44 primary students demonstrate that, with the teacher's guidance, most students can create an appropriate mind map to review a lesson and that the mind map contributes to increasing students' learning motivation and subject interests. Several students responded positively to a survey about their attitudes toward using mind maps in mathematics learning, which revealed that they have favorable attitudes toward using mind maps.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0920/a.php" alt="Hit counter" /></p>
Highlights
The results show that even though they have only just been acquainted with and approached the use of digital maps in reviewing geometry lessons through Phase 1, most students can already draw a complete mind map by themselves to review the knowledge of the lesson "Rhombus" in particular as well as review the knowledge of geometry in general
The research team found that a mind map is an effective and suitable tool supporting teaching geometry in grade 4
Applications of mind maps in teaching mathematics can raise the interests of students
Summary
Due to the mind map's characteristics, it contributes to more intensive collective knowledge construction as well as more effective information organization (Cendros Araujo & Gadanidis, 2020; D'Antoni et al, 2010; Dhindsa et al, 2011; Erdem, 2017; Mamontova et al, 2016; Pribadi & Susilana, 2021; Stokhof et al, 2019; Stokhof et al, 2020). According to Dhindsa et al (2011); Santiago (2011); Liu et al (2015); D'Onofrio et al (2017); Erdem (2017); Anas et al (2018); Merchie et al (2021); Pribadi and Susilana (2021), mind maps help students to promote the occurrence of longterm memory. Results demonstrate that the AGEMM may be transformed to scales or criteria levels used to evaluate (Maksimenkova et al, 2018)
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