Visualization strategy using intelligence maps as a tool for semantic reading of school students in solving educational mathematical cases

Background. The article is devoted to the study of the problem of developing students' reading comprehension skills, which is one of the key components in the implementation of modern educational standards aimed at the formation of universal learning actions. A significant part of schoolchildren have not yet fully developed the skill of reading for meaning, which includes a set of cognitive processes, such as analysis, interpretation, and critical evaluation of the text. This leads to difficulties in mastering the educational material. As an effective tool for implementing the strategy of reading – comprehension visualization, the use of mind maps – is proposed, which allow transforming information, structuring knowledge and activating cognitive processes. Mind maps, based on the principles of radiant thinking, contribute to the optimization of the processes of memorizing and comprehending educational material. The article describes the methodological aspects of creating mind maps and their integration into the educational process, including working with educational mathematical texts and applying them within the case method.

Purpose. Developing a methodological strategy for using mind maps to enhance reading comprehension skills in middle school students when solving mathematical case studies.

Materials and methods. This study utilized a combination of theoretical and empirical research methods. The theoretical analysis involved a comprehensive review of academic literature on semantic reading, cognitive psychology, and the didactics of mathematics. Empirical methods included the development of a model mathematical learning text within a case study framework, and a detailed methodological description outlining how the case can be used to implement a mind map-based visualization strategy.

Results. The research indicated that employing mind maps in conjunction with mathematical learning texts significantly enhances the stages of semantic reading: orientation (identifying the central theme), comprehension (extracting key concepts), analysis (elaborating on information), and synthesis (organizing the solution process). The case study exemplified how mind map-based visualization assists students in analyzing problem conditions, translating textual information into a mathematical representation, and developing a logical solution strategy.