Rote Learning - Rote Learning in Mathematics

Rote Learning in Mathematics

Rote learning or memorization is a common element in mathematics education, for instance in memorization of multiplication tables. While complex problems can be broken down into simpler multiplications, the answers to these basic operations themselves are essential for more complex mathematical operations. It is believed, therefore, that having them at hand mentally will facilitate not only these operations (which are of use directly), but also more progress to more advanced concepts. A mechanism for such progress would be chunking, whereby the cognitive load of a task is reduced if its basic building blocks are larger.

Acquisition of basic skills typically involves not only work demonstrating why the operations work the way they do, but also repetition or drilling using examples. It is believed also that practice in using mathematics can precede a solid knowledge as to why equations are able to be solved in the ways being learned, with learning of these reasons actually being facilitated by rote-knowledge of the results of the concept. This combination of mathematical properties and theorems and enhanced memory through rote learning and practice that are believed to be important in mastering mathematics.

In college mathematics, when students start an introductory course in linear algebra, abstract algebra, or topology, they require rote learning of primitive notions and axioms to tackle their course requirements. Similarly, high school students that rote learn the definitions and axioms of Euclidean geometry will be better prepared to construct the proofs characteristic of that course.

Rote learning, called bookwork, was used in mathematics at Cambridge University in preparation for mathematical tripos:

Conscious that they might be asked to write out any proof, theorem, or principle with which they were supposed to be familiar, Cambridge undergraduates committed all such material to memory.