Children aged 48-60 months who worked with mind maps for 10 weeks achieved better maths skills post-test scores than children who did not¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After a 10-week mind mapping intervention, the experiment group outperformed the control group on the MRPS Maths Skills sub-scale. → Polat 2017
Evidence¶
Polat 2017¶
Polat, O., Yavuz, E., A. & Tunc, A., B., O. (2017). The effect of using mind maps on the development of mathematics and science skills. Cypriot Journal of Educational Science. 12(5), 32-45. https://eric.ed.gov/?id=EJ1140786
q2 · i? · causal · r1
Quasi-experimental pre-test/post-test control-group study of 30 nursery-school children (15 per group); Mann Whitney-U test on post-test Maths Skills sub-scale scores showed a significant difference favouring the mind map group, "U= 60.000 p<.05". No effect size is printed.
"Table 4 shows that there was a meaningful difference between the experiment group and the control group in terms of the MRPS Maths Skills sub-scale (U= 60.000 p<.05). When mean rank was taken into consideration, it was understood that the children who worked with mind maps had better Maths Skills compared to the children who did not."
Discussion¶
Related Claims¶
- Children who worked with mind maps achieved better science skills post-test scores than children who did not — related
- Both the mind map group and the control group improved significantly on maths and science skills over the 10 weeks — related
- Classroom activities and targeted interventions—peer collaboration, mind mapping, storytelling, and perspective-taking—improve children's divergent thinking — related
- Kindergarten children taught Arabic with Mind Maps showed a statistically significant pre-to-post reduction in lack of attention scores over four months — related
- Preschool children's mind maps consisted mostly of first- and second-level branches, with cross links and examples appearing rarely and only in specific themes — related
- Disadvantaged 60-72-month-old children who participated in a play-supported readiness program scored significantly higher than control-group children on most MPERS sub-scales at posttest — related
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