Is there any place for rote learning in mathematics?
Colin Foster questions whether rote learning is necessarily bad in every situation.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Mathematics TeachingVolume
285Pages
20 - 22Publisher
Association of Teachers of MathematicsVersion
- VoR (Version of Record)
Rights holder
© ATM and the authorPublisher statement
Re-use is subject to the publisher’s terms and conditions. Legitimate uses of this document/article include printing of one copy for personal use, reasonable duplication for academic and educational purposes. It may not be used for any other purpose in any way that may be deleterious to the work, aims, principles or ends of ATM. Neither the original electronic or digital version or paper version, no matter by whom or in what form it is reproduced, may be re-published, transmitted electronically or digitally, projected or otherwise used outside the above standard copyright permissions. The electronic or digital version may not be uploaded to any other website or other server. If you want to reproduce this document beyond the restricted permissions here, then application must be made for express permission to copyright@atm.org.uk. The publisher's website is at: https://www.atm.org.uk/Publication date
2023-02-21Copyright date
2023ISSN
0025-5785Publisher version
Language
- en
Depositor
Dr Colin Foster. Deposit date: 28 February 2023Usage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC