Rote-learning in the primary school

Abstract

This study looks at rote-learning. It defines the term and considers its history. Memory plays a vital part not only in rote-learning, but in every type of learning. Being a promulgation of behaviourism, rote-learning is put in contrast with reasoning and understanding. The observations of Year 3 students in four .classes in different schools (two State, Church and Independent) attempt to explore how far rote-learning is resorted to during Maths. The interviews to the teachers aim to identify their opinion on rote-learning and if they are totally aware of it. The interviews to the children aim to establish whether they resort to rote-learning or any other process when multiplying. From the analysis and discussion of the observations and the interviews, came out that these teachers are not aware of all types of rote-learning .and that children realise that although rote-learning may be challenging for them, it is less time consuming. In the conclusion, the author hypothesises the possible role of rote-learning in the age of computer. Examinations are considered to be a reason of the survival of this methodology. The study ends with a solicitation for further research in rote-learning.