Investigation And Research On The Application Of Mind Maps In Mathematics And Algebra Teaching In Primary Schools

The world-swept mind map,which was born in the 1960 s,uses images and lines to clearly construct and show the subordination,causality,and progression between knowledge and concepts.It is an effective tool for presenting human abstract thinking;Drawing a mind map,as a tool for combing,extracting,processing and reexpressing knowledge in teaching,has achieved remarkable results in stimulating learning interest,cultivating autonomous learning awareness,and achieving more indepth learning,all of which are inseparable from the superiority of mind maps.Features:Mind maps rely on graphics and make full use of the left and right brains for learning;mind maps use the form of overall presentation to achieve systematic learning;mind maps optimize memory through refinement and summary;in addition,mind maps emphasize color impact and pay attention to Stimulate the sensory experience of the brain.Nowadays,mind mapping has been widely used in the field of global education and teaching.So,is there a problem with the application of mind mapping in teaching?What's the problem? How can we solve the problems that arise? These are issues worthy of in-depth discussion.This study selected a total of 210 senior mathematics teachers and 635 students from six elementary schools in H city,who participated in the 2020 national training program for tutors,as the survey subjects,and selected 8 representative teachers and 20 students as the interview subjects.Employ interviews,case analysis,and questionnaire survey methods to conduct comprehensive investigations and research.The research focuses on the "number and algebra" field of mathematics.First,informal interviews are conducted with the research object to get a preliminary understanding of the research object's views and use of mind maps;then the case analysis method is used to analyze the “number and algebra” field Further analysis will be conducted on the teaching cases of the three modules of the concept of “number”,“operation of numbers”and “organization and review of simple equations”;finally,the questionnaire is designed based on the interview records and case analysis results,the questionnaire is initially drafted,and after the trial test Continuously revise and adjust the questionnaire based on the opinions of tutors and students inside and outside the school,and finally generate a formal questionnaire and conduct a questionnaire survey.The research mainly starts from the six dimensions of teachers' familiarity with the mind map,the purpose of use,frequency of use,the form of use,the effect of use,and the willingness to use the mind map in the upper grades of primary school.Starting with the four dimensions of effect satisfaction and willingness to use,it aims to fully understand the most realistic application of mind mapping in the teaching of algebra and algebra in the upper grades of primary schools.Research has found that there are many problems with mind maps in the teaching of mathematics in the upper grades of elementary schools.First,teachers are not familiar with mind maps,they cannot use mind maps well in class,and they cannot correctly evaluate mind map works;secondly,students use thinking.Maps have low frequency of use,unclear purpose of use,inability to draw high-quality mind maps,and inability to correctly evaluate mind maps.In order to better promote the application of mind mapping in the teaching of mathematics in the upper grades of primary schools,the author puts forward reference solutions.First,the school must establish a mind map system and build a mind map research and communication platform;secondly Efforts should be made to improve and promote the mind map teaching model;in addition,it is necessary to increase the frequency of using mind maps and the ability of using mind maps in teaching and learning by teachers and students,and continuously optimize the use of mind maps.