THE ROLE OF ROTE MEMORIZATION WITH REGARD TO THE PERCEPTION OF MATHEMATICAL CONCEPTS WAS INVESTIGATED. THE CONCEPTS INCLUDED FOR EXPERIMENTATION WERE--BINARY NUMBERS, SETS, POLYGONS AND ANGLES, STIMULUS VARIATION, DISPLAY, INCIDENTAL LEARNING, AND RESPONSE VARIATION. IT WAS CONCLUDED THAT THE FORMATION OF SIMPLE CONCEPTS IN YOUNG CHILDREN IS AN ALL-OR-NONE PROCESS. LEARNING IS MORE EFFICIENT IF THE CHILD WHO MAKES AN ERROR IS REQUIRED TO MAKE AN OVERT CORRECTION RESPONSE IN THE PRESENCE OF THE STIMULUS TO BE LEARNED. INCIDENTAL LEARNING DOES NOT APPEAR TO BE AN EFFECTIVE METHOD OF ACQUISITION. A PILOT STUDY ON MATH PROOFS IS DESCRIBED.