Problems And Countermeasures In Drawing Mind Map For Primary School Students In Mathematics Review

“Mathematics is not only a tool of calculation and reasoning,but also a language of expression and communication," said the 2022 edition of Compulsory Education Mathematics Curriculum Standards.Mathematics plays an irreplaceable role in forming people’s rational thinking,scientific spirit and promoting individual intellectual development.” As an explicit thinking tool,mind map can integrate relatively scattered mathematical knowledge in mathematics review,so that students can have a close knowledge network in their mind.However,in actual teaching,students have some problems in drawing mind map,which makes it difficult to play the function of mind map effectively,and the efficiency of mathematics review is greatly reduced.In order to further improve the effect of mathematics review,it is necessary to deeply study the situation of mind mapping of primary school students.In this paper,155 students and 4 mathematics teachers from Grade 4,Grade 5 and Grade 6 of M Primary School in Y City were taken as the research objects,and the following problems were found in students’ drawing of mind maps in the review process by means of work analysis,questionnaire survey and interview.It is difficult to extract key words when students draw mind map in the review section.The mind maps drawn by some students lack logic;Some students draw mind maps in the review process lack of knowledge connection.On the one hand,the reasons for these problems lie in the level of teachers: teachers lack of auxiliary cognition of the features of mind map visualization in mathematics review;Teachers’ technical guidance for students’ mind mapping is insufficient;The teacher’s evaluation of students’ mind mapping in the review section is not professional.On the other hand,students have cognitive biases on mind mapping.Elementary school students’ information integration ability training is insufficient.Based on the above problems and reasons,this paper proposes several optimization strategies for students’ mind mapping in primary school mathematics review: teachers should strengthen the study of visualization theory and improve information literacy;Strengthen the understanding of the core quality of mathematics subject,optimize the review link;Pay attention to the feedback of review link,improve the evaluation ability of mind map;Teachers should skillfully use mind mapping to enhance students’ interest in mathematics learning;Improve students’ mind mapping skills and cultivate students’ mathematical thinking.