Constructive View of Mathematics Learning: Mind Map as an Effective Tool for Error Management in Elementary Mathematics Classroom

Shuhao Shen

doi:10.54097/execab98

Authors

Shuhao Shen

DOI:

https://doi.org/10.54097/execab98

Keywords:

Error management, mind map, mathematics learning, primary school.

Abstract

In China, a large number of studies have investigated the impact of error management on academic performance, but there are few studies using mind mapping as a tool for error management. The present study explores the practice between error management methods adopted by students and students' error management metacognition and math achievement. Participants were 300 Grade 5 and 6 students from three schools in Zhejiang, China. In this study, a error management metacognitive questionnaire is used to collect data. The questionnaire was divided into 7 dimensions: concept, attitude, behavior, strategy, motivation, communication and atmosphere. According to the score of the questionnaire, the 50 students with the highest score are classified as high group, and the 50 students with the lowest score are classified as low group. The results showed that the two groups of students had little difference in the two dimensions of concept and attitude, and the other five dimensions were significantly different. Among them, the learning strategy dimension has the biggest difference in results. The use of mind mapping can effectively help students internalize knowledge, actively complete the construction of knowledge system, and promote the learning communication among students.

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