Strategies for Long-Term Memory in the Classroom

For math concepts to become truly useful, students need to move them beyond short-term understanding and embed them in their long-term memory. This allows for quick recall, fluency, and the ability to apply foundational knowledge to new, complex problems. Lets look at some  research-backed strategies to help students use and strengthen their long-term memory in the math classroom:

Begin by implementing retrieval practice and spaced repetition. This is arguably the most powerful strategy derived from cognitive science.  One way to use retrieval practice also know as the testing effect is to regularly  ask students to pull information from memory without looking at notes or textbooks.The act of effortfully recalling strengthens the memory trace, making forgetting less likely.

In the classroom, you might do a brain dump where you give  students 2-3 minutes at the start of class to write down everything they remember about a concept from last week.  Administer some low-stake quizzes by using  quick, frequent, single-concept quizzes (e.g., a "two-question Thursday"). The goal is recall, not a high score. Try "Two Things" by asking  students to recall two key concepts, formulas, or vocabulary terms from the previous unit.

Next, incorporate spaced repetition also known as the spacing effect. When reviewing  material at increasing intervals over time, rather than cramming it all at once. This combats the "forgetting curve." One way to implement this in the classroom is to regularly including  1-2 problems on today's assignment or warm-up that cover content from last month, last quarter, or even last year.  Furthermore, use cumulative assessments by making  tests and quizzes cumulative, including questions from earlier units throughout the year. Memory is strengthened by the number and quality of connections a concept has to other ideas. This helps deepen conceptual understanding. 

Begin by using multiple representations.  This CPA approach or  Concrete (manipulatives), Pictorial (diagrams, graphs, drawings), and Abstract (formulas, symbols) representations.  An example of this is when  teaching fractions, use fraction tiles (concrete), draw shaded circles (pictorial), and write the numerical fraction (3/4) (abstract). Prompt students to discuss how the representations are connected.  In addition, promote mathematical discourse by encouraging students to explain their reasoning, procedures, and connections to classmates. When a student has to teach or articulate a concept in their own words, they process it at a deeper level.  One way is to use "Turn and Talk" or small-group work where students must  justify their solution process step-by-step.

The brain remembers visual and emotional information more easily than abstract facts.  So use visual aids and graphic organizers.  In fact, encourage the use of Doodle Notes (as discussed previously), concept maps, or anchor charts. Visualizing relationships helps organize the information in long-term memory.  Always chunk information by breaking complex procedures (like solving multi-step equations) into smaller, manageable, visually boxed steps.

Furthermore, consider mnemonics and acronyms to help students remember.  One example is  "Please Excuse My Dear Aunt Sally" (PEMDAS/Order of Operations) or simple acronyms for problem-solving routines (like CUBES for word problems: Circle the numbers, Underline the question, Box keywords, Eliminate extra info, Solve).

Now you have a starting point for helping students move learning from their short term memory to long term.  Let me know what you think, I'd love to hear.  Have a great day.