Use of Mind Maps and PRES Techniques in Teaching Mathematics and Computer Science

Background and purpose: This study investigates the effectiveness of mind maps and the PRES (Point, Reason, Example, Summary) formula in improving student performance in Computer Science and Mathematics. Assessment analysis showed students relied heavily on rote memorization, struggling with conceptual understanding and higher-order thinking. To address this, teachers introduced Buzan’s Mind Mapping technique to enhance information retention and connections between concepts. Additionally, the PRES formula was used to help students structure their responses logically, improving articulation and reasoning. These strategies aimed to foster deeper learning, critical thinking, and problem-solving skills, addressing challenges observed in both formative and summative assessments. Aims: The primary goal was to explore how mind maps could improve students' interpretation and analysis skills. Research questions: 1) How can mind maps help to improve students' interpretation skills? 2) How can the use of PRES formula improve students’ analysis skills? Study design or methodology: The study was conducted using Lesson Study, as described by Dudley (2011), focusing on enhancing students’ knowledge and skills in key subjects by studying and improving teaching practice. The research involved co-planning, conducting a cycle of lessons, analysing, and summarizing the results. Two computer science teachers and one mathematics teacher participated, implementing three lessons using mind maps and the PRES formula. Each lesson involved 16 students aged 15-16, with all focal students participating in every lesson. Findings: The findings indicated a notable improvement in both student engagement and comprehension. Students demonstrated a deeper understanding of the material, improved their ability to connect ideas across different topics, and exhibited greater confidence in problem-solving tasks. For instance, some students’ summative assessment results increased, reflecting enhanced retention and application of knowledge. Qualitative observations also highlighted that students were more actively participating in discussions, asking higher-order questions, and demonstrating improved critical thinking skills. These results suggest that the combination of mind mapping and the PRES formula contributed to more effective learning strategies, leading to measurable academic growth. Conclusions, originality, value and implications: The study demonstrated that mind maps and the PRES formula effectively improve not only students' interpretation and analytical skills but also enhance teachers' professional growth. Teachers developed deeper collaboration, embraced active learning methods, and integrated mathematics and computer science more creatively. Future research will focus on the implementation of the PRES and mind mapping strategies as tools for differentiated instruction, aimed at supporting the diverse needs of learners, including both gifted and struggling students.

Keywords (free text)

mind map, PRES formula, teaching mathematics, teaching computer science, interpretation skills, analysis skills

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/924

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