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Is memorisation a good strategy for learning mathematics?

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Abstract

Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15‑year‑olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive use of memorisation than girls when learning mathematics. Memorisation as a learning strategy may work with easy problems, but it is unlikely to be effective if it is the only strategy used when confronted with complex mathematics problems.

Suggested Citation

  • Oecd, 2016. "Is memorisation a good strategy for learning mathematics?," PISA in Focus 61, OECD Publishing.
  • Handle: RePEc:oec:eduddd:61-en
    DOI: 10.1787/5jm29kw38mlq-en
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