Mind mapping for Maths: How can Mind42 enhance learning?

Topics like algebra draw on a wide range of mathematical skills and form the building blocks for future topics (NSW Education Standards Authority [NESA], 2021; Huckstep, 2003). Understanding where all fits in can be very challenging. Mind42, a free web-based tool to develop visual representations of how content is connected (Bower & Torrington, 2020; Yudapee, 2021), is an excellent and easy-to-use tool to overcome this challenge. This post explores if Mind42 is effective to enhance learning in Maths.

Image of my Mind42 account to show collaboration options

Mind42 is a collaborative tool for creating and brainstorming mind maps (Lelong, 2016). Apart from being engaging to prepare, using Mind42 to interconnect concepts stimulate different functions of the brain and helps to increase analytical thinking (Lelong, 2016; Polat et al., 2017; Yudapee, 2021). Mind42 is excellent for sorting items and distributing tasks to different participants or students can use mind maps to revise any topic (Lelong, 2016).

Image of my visual mind map displaying visual and styling affordances Mind42 offer.

What I liked about Mind42, was how easy it was to create a mind map and that it has the capability of importing photos of challenging examples are videos explaining the concepts (Lelong, 2016). It would also be a good aid to explicitly teach new terminology which is becoming increasingly important in Australia where students come from diverse language backgrounds (NESA, 2021).

The biggest drawback experienced whilst creating my algebra mind map was the inability to use equations in nodes. Fortunately, by importing photos, this drawback has a time-consuming workaround. Other downsides of the tool include restrictions on sizing and style, a mismatch between desktop and mobile applications and the inability to work offline (G2, 2022).

Image of my algebra mind map with algebraic expressions written in text.

To conclude, Mind42, a specialised tool to quickly create mind maps and arrange ideas and make visual connections between content (Schuster, 2022), improves making cognitive connections that are vital in the relational understanding of Maths (Polat et al., 2017; Yudapee, 2021).   

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References

Bower, M., & Torrington, J. (2020). Typology of free web-based learning technologies (2020). EDUCAUSE digital library.

G2. (2022). Mind42 Reviews & Product Details. https://www.g2.com/products/mind42/reviews#survey-response-1861139

Huckstep, P. (2003). Why Should I Learn Algebra? … I’ve No Intention of Going There. Mathematics in school, 32(4), 16-18.

NSW Education Standards Authority. (2021). Mathematics K-10 Syllabus (2012). https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10  

Polat, O., Aksin Yavuz, E., & Ozkarabak Tunc, A. B. (2017). The effect of using mind maps on the development of maths and science skills. Cypriot journal of educational sciences, 12(1), 32-45. https://doi.org/10.18844/cjes.v12i1.1201

Schuster, S. (2022). Mind42. https://mind42.com/guide/general

Yupadee, P. (2021). Development of Analytical Thinking Ability on Mathematics by using Learning and Enjoying Model with Mind Mapping for Pre-Service Teacher in Mathematics Program. Turkish journal of computer and mathematics education, 12(8), 2792-2798.

Lelong, P. (2016). Speakeasy News. Mind42: Online Mind Mapping Tool. https://www.speakeasy-news.com/mind42-online-mind-mapping-tool/

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