Editing Rote learning (section)

== Versus critical thinking ==
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 (process)|reading]], the [[periodic table]] in [[chemistry]], [[multiplication tables]] in [[mathematics]], [[anatomy]] in [[medicine]], cases or [[statute]]s 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.<ref>{{Cite book |last=Gorst |first=H.E. |title=The Curse of Education |publisher=Grant Richards |year=1901 |location=London |pages=5}}</ref> 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 (education)|cramming]]".<ref>{{Cite web |title=Why rote memory doesn't help you learn |url=https://www.betterhelp.com/advice/memory/why-rote-memory-doesnt-help-you-learn/ |website=Better Help}}</ref>

Rote learning is sometimes disparaged with the derogative terms ''[[talking parrot|parrot]] fashion'', ''[[Regurgitation (digestion)|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. The [[National Council of Teachers of Mathematics]] stated: <blockquote>More than ever, mathematics must include the mastery of concepts instead of mere memorization and the following of procedures. 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of how to use technology to arrive meaningfully at solutions to problems instead of endless attention to increasingly outdated computational tedium.<ref>[http://www.wgquirk.com/NCTM2000.html#advice Understanding the Revised NCTM Standards: Arithmetic is Still Missing!]</ref></blockquote>However, 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. 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 [[exercise (mathematics)|exercise]]s 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.<ref>{{cite web|last=National Council of Teachers of Mathematics|title=Principles and Standards for School Mathematics|url=http://www.nctm.org/standards/content.aspx?id=16909|access-date=6 May 2011}}</ref>  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.<ref>{{cite journal|last=Hilgard|first=Ernest R.|author2=Irvine |author3=Whipple |title=Rote memorization, understanding, and transfer: an extension of Katona's card-trick experiments|journal=Journal of Experimental Psychology|date=October 1953|volume=46|issue=4|pages=288–292|doi=10.1037/h0062072|pmid=13109128}}</ref>

On the other side, those who disagree with the [[Inquiry-based learning|inquiry-based philosophy]] maintain that students must first develop computational skills before they can understand concepts of mathematics. These people would argue that time is better spent practicing skills rather than in investigations inventing alternatives, or justifying more than one correct answer or method. In this view, [[Estimation|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. Thus, these people believe that rote learning is an important part of the learning process.<ref>[http://www.ed.gov/about/bdscomm/list/mathpanel/pre-report.pdf ''Preliminary Report, National Mathematics Advisory Panel, January, 2007'']</ref>