Let Children Discover Mathematics, Not Memorize It
Sometimes, children experience math anxieties when they do not achieve early math skills and are then constantly forced to learn additional math when they have not yet mastered basic knowledge. Memorizing is not the answer to mastering math. When children are forced to memorize, They may feel anxious to get the answers right and fail to grasp what is really being explained. They may feel discouraged and frustrated about not doing well in math and may develop an unease about the subject, making the learning of math skills much more challenging.
Memorizing is Learning Without Understanding
There are things that are worth memorizing like addresses, PINs, or birthdays of your loved ones. The sine of π/2 is not one of them. It’s a reality that matters only so long as it applies to other thoughts. Learning it in isolation is like learning the expression “Hamlet kills Claudius” without the slightest understanding of who any gentleman is or, for what matters, what “kill” entails. Memorization is a frontage path: it corresponds exactly to the better bits of learning, never intersecting. It’s a detour through all the action, a way of knowing without listening, of reacting without understanding.
Memorizing Kills Interest
Students understand math best if they treat the subject as something they love. Speed strain timed testing and blind memorization pose strong obstacles to the pursuit of mathematics.
There is a widespread and destructive misconception in mathematics – the idea that strong math students are quick math students. Mathematical facts are basic concepts about mathematics, such as the time tables (2 x 2 = 4), for example. Today, the expectation of rote memorization persists in the United States in schools and households. Although research suggests that knowledge of math facts is significant, the easiest way for students to know math facts is to use them daily and gain comprehension of numerical relationships. Memorization, speed, and test pressure can be negative.
Memorizing Hinders Development
Some people perceive mathematics as a subject they have to think hard about, answer questions, and use their own thoughts, and other kids think math has a lot of strategies they need to memorize. If kids are going down the memorization road they’re not going to do well. That’s because the kind of math issues that students will face in their lives — and the kind of problems that students are starting to encounter in higher education are more about logical comprehension.
Sometimes Struggle is Good
If children aren’t struggling, they aren’t really learning. Researchers talk about the need for desirable difficulties to push the brain to perform difficult tasks. Memorizing something is not a difficult task. Teachers often don’t want their students to struggle with learning and may suggest memorizing it just so the student can score better. However, when the struggle is embraced, it’s freeing. It alters the way students go about their work they become more persistent. They look for new ways to tackle the problem instead of giving up after a few tries.
Conclusion
Unfortunately, rote learning also takes place without comprehension. For example, there are hundreds of field formulas that students attempt to memorize by learning them from a list again and again. They store these formulas in memory for enough time to pass the exams, then move onto what they ought to memorize next. These students are destined to repeat the cycle a year later, as the question comes up again. However, students who can link all of these formulas to only a few well-understood statistics and values have little to remember and can implement what they feel is going forward.
