The current study, a quasi-experiment, aims to explore how using mind map as a notes tool in learning mathematics affects elementary school fifth graders' learning effectiveness and their learning attitudes. The experimental group was taught to use the mind mapping strategy whereas the control group to use the traditional learning strategy. The students' summative evaluation, mind map scoring and learning opinions survey have been performed. The data were examined by applied independent sample t-test, ANCOVA (analysis of covariance), Pearson's product moment correlation and descriptive statistics. No significant difference was found between two groups' scores in the first summative evaluation. A significant difference, however, was found between the two groups' scores in the second summative evaluation (postponed post-test). This implies that using mind map strategy can help students retain learning effectiveness. The postponed post-test scores were significantly positively correlated with the total scores of mind map, logical structure ability, and keyword ability yet positively but not significantly with image color. Finally, most of the students responded that they preferred cooperative learning to complete mind maps and thought that mind mapping can help them understand and learn mathematics.