Three case studies on the role of memorising in learning and teaching mathematics

We extend an earlier study on the role of memorising in learning science with three case studies on mathematicians ’ experiences as learners of mathematics and their views on memorising in students ’ learning. Each report reflects a different view of memorising — from a minimal role in learning mathematics, to a ‘stepping stone’ role to memorising as a key learning strategy. The mathematicians ’ views about memorising in their students ’ learning appears consistent with their reports on memorising in their own learning. Our data leads to the conjecture that personal experiences of memorising underpin attitudes to memorising in teaching mathematics and that further investigation is warranted on this little researched aspect of “coming to know ” mathematics