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...
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| Formato: | Capítulo de libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Paris :
OECD Publishing
2016.
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| Colección: | PISA in Focus,
no.61. |
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| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009704763406719 |
| Sumario: | 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. |
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| Descripción Física: | 1 online resource (4 p. ) |
