Rote learning

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Rote learning is a memorization technique based on repetition. The idea is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.

Rote learning vs. critical thinking[edit]

Rote methods are routinely used when fast memorization is required, such as learning one's lines in a play or memorizing a telephone number.

Rote learning is widely used in the mastery of foundational knowledge. Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulae in any science, etc. By definition, rote learning eschews comprehension, so by itself it is an ineffective tool in mastering any complex subject at an advanced level. For instance, one illustration of Rote learning can be observed in preparing quickly for exams, a technique which may be colloquially referred to as "cramming".

Rote learning is sometimes disparaged with the derogative terms parrot fashion, regurgitation, cramming, or mugging because one who engages in rote learning may give the wrong impression of having understood what they have written or said. It is strongly discouraged by many new curriculum standards. For example, science and mathematics standards in the United States specifically emphasize the importance of deep understanding over the mere recall of facts, which is seen to be less important, although advocates of traditional education have criticized the new American standards as slighting learning basic facts and elementary arithmetic, and replacing content with process-based skills.

More than ever, school mathematics must include an understanding of how to use technology to arrive meaningfully at solutions to problems instead of endless attention to increasingly outdated computational tedium."
-National Council of Teachers of Mathematics, Commonsense Facts to Clear the Air[1]

In math and science, rote methods are often used, for example to memorize formulas. There is greater understanding if students commit a formula to memory through exercises that use the formula rather than through rote repetition of the formula. Newer standards often recommend that students derive formulas themselves to achieve the best understanding.[2] Nothing is faster than rote learning if a formula must be learned quickly for an imminent test and rote methods can be helpful for committing an understood fact to memory. However, students who learn with understanding are able to transfer their knowledge to tasks requiring problem-solving with greater success than those who learn only by rote.[3]

Eugène Ionesco commented upon rote learning in his play "The Lesson":[4] On the other side, those who disagree with the inquiry-based philosophy maintain that students must first develop computational skills before they can understand concepts of mathematics. Time is better spent practicing skills rather than in investigations inventing alternatives, or justifying more than one correct answer or method. In this view, estimating answers is insufficient and, in fact, is considered to be dependent on strong foundational skills. Learning abstract concepts of mathematics is perceived to depend on a solid base of knowledge of the tools of the subject and believe that rote learning is an important part of the learning process.[5]

By nation and culture[edit]

The system is widely practiced in schools across Brazil, which Richard Feynman sharply criticized,[6] China, India, Pakistan, Malaysia, Singapore, Japan, Romania, Italy, Turkey,[7] Malta, and Greece.[citation needed] Some of these nations are admired for their high test scores in international comparisons while some of these nations regularly rank near the bottom on international tests.[8] Xiaping Li (2006) has studied the effects of rote learning in second language learning in Taiwan.[9] He notes Chinese learners hold high the tradition of rote learning as being an integral part of their culture.

In Singapore, with the introduction of the Integrated Programme, the government is making attempts to move away from rote learning, at least for the more able students.[citation needed]

Rote learning in computer science[edit]

Rote learning is a simple method used in machine learning, although it does not involve repetition like in the traditional sense of rote learning; instead, it simply makes use of memory to store new knowledge and provides this knowledge to the machine to avoid repeated execution or calculation of the same function on the same input.

When the rote learning system operates to solve problems, the system remembers the question and the solutions. We can represent the learning system execution abstractly as a function before calculating, the function retains the independent variable input value (\ x_1 , x_2 ,. . ., x_n), and the output of the function value as (\ y_1 , y_2 ,..., y_p). Now the system makes a simple caching procedure in the memory ((\ x_1, x_2 , . . ., x_n),(\ y_1, y_2 , . . . , y_p)). Thus when it needs f(\ x_1, x_2 , . . ., x_n), solution is directly retrieved from the memory rather than recalculation.

This kind of simple learning pattern is as follows:

f(\ x_1 , x_2 , . . ., x_n) → (\ y_1 , y_2 , . . ., y_p) → store ((\ x_1 , x_2 , . . ., x_n),(\ y_1 , y_2, . . . , y_p))[10]

Rote learning was used by Samuel's Checkers on an IBM 701, a milestone in the use of Artificial Intelligence.[11]

The Suzuki method and rote learning[edit]

As outlined in Edward Kreitman's book "Teaching From The Balance Point", there is a clear difference between rote learning and learning by ear, which is in fact the more important skill developed by the Suzuki method. In chapter two, "Rote Versus Note", this difference is explained:[12]

...I believe that we need to examine three different approaches to learning.

Learning by rote: Using a specific set of instructions to produce the desired result

Learning by reading: Using symbolism on the printed page to learn the sequence of notes

Learning by ear: Using the "mind's ear", together with a few simple skills and a basic understanding of the logic of the instrument, to figure out any piece

An illustration of these three approaches, and how they relate to learning music, follows. The author shows that rote learning is not in fact the principal means upon which the Suzuki method relies.

Learning methods for school[edit]

The flashcard, outline, and mnemonic device are traditional tools for memorizing course material and are examples of rote learning.[13][14][15][16]

See also[edit]


  1. ^ Understanding the Revised NCTM Standards: Arithmetic is Still Missing!
  2. ^ National Council of Teachers of Mathematics. "Principles and Standards for School Mathematics". Retrieved 6 May 2011. 
  3. ^ Hilgard, Ernest R.; Irvine; Whipple (October 1953). "Rote memorization, understanding, and transfer: an extension of Katona's card-trick experiments". Journal of Experimental Psychology 46 (4): 288–292. doi:10.1037/h0062072. 
  4. ^ Ionesco, Eugène. The Bald Soprano & Other Plays. New York: Grove Press, 1958.[page needed]
  5. ^ Preliminary Report, National Mathematics Advisory Panel, January, 2007
  6. ^ Feynman, Richard; Leighton, Ralph (1985). Surely you're joking, Mr. Feynman!. New York: W. W. Norton. ISBN 0-7861-7728-4. 
  7. ^ Jones, Dorian (2007-03-021). "Turkey: Revolutionizing The Classroom". Deutsche Welle. Retrieved 2008-08-12.  Check date values in: |date= (help)
  8. ^ PISA 2006 results - Excel table
  9. ^ Xiuping Li (2007). [1] An Analysis Of Chinese EFL Learners' Beliefs About The Role Of Rote Learning In Vocabulary Learning Strategies]
  10. ^ Ming Xue; Changjun Zhu (25 April 2009). A Study and Application on Machine Learning of Artificial Intellligence. Artificial Intelligence, 2009. JCAI '09. International Joint Conference on. p. 272-274. doi:10.1109/JCAI.2009.55. 
  11. ^
  12. ^ Kreitman, Edward. Teaching From The Balance Point. Western Springs, Illinois: Western Springs School of Talent Education, 1998 p.13-23
  13. ^ Preston, Ralph (1959). Teaching Study Habits and Skills, Rinehart. Original from the University of Maryland digitized August 7, 2006.
  14. ^ Cohn, Marvin (1979). Helping Your Teen-Age Student: What Parents Can Do to Improve Reading and Study Skills, Dutton, ISBN 978-0-525-93065-5.
  15. ^ Ebbinghaus, H. (1913). Memory: A Contribution to Experimental Psychology, Teacher’s College, Columbia University (English edition).
  16. ^ Schunk, Dale H. (2008). Learning Theories: An Educational Perspective, Prentice Hall, ISBN 0-13-010850-2.

External links[edit]