Is memorisation a good strategy for learning mathematics?
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 mathem...
| Main Author: | |
|---|---|
| Corporate Author: | |
| Format: | eBook Section |
| Language: | Inglés |
| Published: |
Paris :
OECD Publishing
2016.
|
| Series: | PISA in Focus,
no.61. |
| Subjects: | |
| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009704763406719 |
| Summary: | 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. |
|---|---|
| Physical Description: | 1 online resource (4 p. ) |
