This is one of the important and effective fixing devices. It is the mental process of ‘going over’ the material already learnt. It is to view again, or to repeat the work. The previous experiences are recalled for better memory and retention. It is meant for better understanding and command. It comes after initial learning. While drill is the repetition in original form of facts or skills already acquired, review is an intelligent and thoughtful repetition which introduces new elements and reorganization of thought. The review recalls and renews and establishes new relationships. While drill is only a rehearsal, review is a reconstruction. It is the process of reworking of the learnt material. It is broader and more inclusive as compared to the drill. It involves not only reviewing, but also rethinking, regrouping, reconstruction, rearrangement and re-understanding. It takes place under the active supervision and guidance of the teacher.


It is employed for making up deficiencies and mastering of facts and skills, especially on the eve of examination. It enables the students to see the whole subject-matter in a new perspective. The subject-matter is initially taught in small units. The review unites these units into one. Sometimes an already acquired detailed explanation has to be converted into a good summary and review becomes a necessity here. The figurative, graphical and pictorial way of review may be effective. When the data is arranged in charts, graphs and tables, etc., there takes place a good deal of reflective thinking. Reorganization of the learnt matter may take place through oral discussion, summarization, marginal notes, paraphrasing, making graph of maps, underlining important information’s, preparing a scrap note book, etc. where drill is likely to be a dull and mechanical repetition the review will remain interesting and thought provoking. In order to minimize forgetting of the acquired knowledge, a systematic and periodical review is often necessary.


The review should not be used as an escape, when the teacher is unprepared with his day’s lesson. It is not meant for keeping the students busy in such cases. Rather the occasion should be to introduce new and interesting experiences in a different manner. In combination of the original work done by them on the problem, the student may be required during the review to prepare the summary, a report or outline of the work done, or a pictorial presentation.


  1. Review is just not a repetition. It involves new learning.
  2. Review should provide a new organization to the previous knowledge. It should bring about unity, coherence and continuity in various units.
  3. Review must focus on the main points rather than on details.
  4. Review should be focus on the points of weak assimilation in order to ensure complete grasp and gap-free retention.
  5. Review must take the form of verification, checking or confirmation of the learnt material.
  6. Intelligent exercise or assignments given at the end of the chapters may be used for the purpose of review.
  7. Graphical, pictorial, symbolic, etc, representations are very suitable technique for the purpose of review.

Review is a part of the teaching process; it is a learning exercise leading to a better reorganization and retention. It must bestow new insights to the learner. In the case of review of practical activities, it must result into the perfection of skills.


Source: The Teaching of mathematics by KULBIR SINGH SIDHU (Sterling Publisher Pvt Ltd)

Published by rkdskool

I am working in the field of education for more than 15 years. I teach Math. Presently I'm Working as the vice principal in reputed School.

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