Leveraging Mind Mapping to Bridge Cognitive Dissonance and Enhance Comprehension in Pure Mathematics Education

This study aims to investigate and address the profound learning challenges faced by Chinese students in transitioning from high school exam-oriented mathematics to university-level pure mathematics. Through a case analysis of the module named Foundations of Pure Mathematics, the study identifies the core issue as stemming from students' long-formed exam-driven learning habits, which lead to cognitive dissonance when they encounter abstract concepts and logical proofs. To address this problem, the study designs and implements a systematic teaching intervention that deeply integrates mind mapping into the entire process of reorganization, instruction, practice, and assessment of course content. Preliminary quantitative data (from SET/SEM questionnaires) and qualitative data (from student feedback analysis) indicate that the intervention not only significantly improved students' satisfaction with course delivery but also provided an effective pathway to alleviate cognitive confusion and enhance conceptual understanding. This study also elaborates on the design and implementation of the intervention and discusses its effectiveness, limitations, and future research directions. It offers a practical case and theoretical support for teaching reform in abstract mathematics courses within higher education.