H. AliyevErdal Ayan2025-12-122025-12-122011H. Aliyev, Erdal Ayan /The effect of mind mapping instruction on the attitudes toward geometry / Suleyman Demirel University/ СДУ хабаршысы, 2(18).https://repository.sdu.edu.kz/handle/123456789/2325This article examines the impact of mind mapping instruction on 8th-grade students’ attitudes toward geometry. Grounded in constructivist learning principles, the study explores how mind mapping, as a visual and associative note-taking technique, supports students’ comprehension, creativity, and recall of geometric concepts. The research was conducted with 52 students divided into experimental and control groups over an 8-week period. While the control group received traditional instruction, the experimental group was taught mind mapping techniques and used them consistently during lessons on angles and triangles. Attitudes toward geometry were measured using the Attitudes Toward Mathematics Inventory (ATMI). Results indicate that mind mapping instruction contributed positively to students’ enjoyment, confidence, and motivation toward geometry, while reducing anxiety related to the subject.enAttribution-NonCommercial-ShareAlike 4.0 Internationalmind mappinggeometry educationstudent attitudesconstructivist learningvisual learningnote-taking strategiesmathematics instructioncognitive skillsArticle