Journal of Education, Society and Behavioural Science

This study explores the effectiveness of rote memorization on the development of pre-algebra concepts. In Eastern culture, India in particular, rote memorization is used in math instruction to teach multiplication and other pre-Algebra concepts. This research agenda involved mass recitation of multiplication tables for about 10 minutes in 5^th grade math classes, every school day, for a period of one month in three American elementary schools. The rationale behind the research study is based on Chinese and Indian educators’ beliefs that concept formation at the initial stage is helped by rote learning. The main objective of the study was to determine if Western learners would benefit from an Eastern method of instruction in math classes based on rote memorization. Students were divided into experimental and control groups. Before administering the treatment, a pre-test was given to all the students; a post-test was given after the completion of the program. The Gain scores from the two tests were compared between the control and the experimental groups. This teaching method, which is broadly practiced at elementary levels in India, was expected to enhance math proficiency of elementary school children in the United States, yet results did not support this hypothesis. Some suggestions for these results are presented in this paper.