My field, mathematics, is a discipline in which the complexity of the subject increases with each course and each course requires a certain amount of recall from prior courses. While some students do quite well in transitioning to the next mathematical challenge, there are many who don’t bridge easily to the new content. Furthermore, students are prone to forget material learned earlier in the current course that they now need.

As a professor of mathematics, having taught for over 35 years, I am well acquainted with the reluctance of students to review material when their recall of it is imperfect. When I faced up to this issue a while back in revising my four-book Precalculus series, now in the 11^th edition, I decided to confront the problem head-on.