| dc.contributor.author | OECD. Organisation for Economic Cooperation and Development | |
| dc.date.accessioned | 2016-03-18T13:34:29Z | |
| dc.date.available | 2016-03-18T13:34:29Z | |
| dc.date.issued | 2016-03 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12799/4274 | |
| dc.description.abstract | Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared. In no PISA-participating education system did boys report more intensive use of memorisation than girls when learning mathematics. Memorisation as a learning strategy may work with easy problems, but it is unlikely to be effective if it is the only strategy used when confronted with complex mathematics problems. | es_ES |
| dc.language.iso | en | es_ES |
| dc.publisher | OECD | es_ES |
| dc.relation.ispartofseries | PISA in Focus;61 | |
| dc.subject | Evaluación del rendimiento escolar | es_ES |
| dc.subject | Evaluación PISA | es_ES |
| dc.subject | Matemáticas | es_ES |
| dc.subject | Método de enseñanza | es_ES |
| dc.subject | Evaluación internacional | es_ES |
| dc.title | Is memorisation a good strategy for learning mathematics? | es_ES |
| dc.type | Technical Report | es_ES |
