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Scoring 329 on the GRE is not always about using more books, more courses, or a longer study plan. In this episode of GRE Success Talks, Ashutosh shares his GRE preparation strategy, study plan, and test-day experience, explaining how he kept his prep....
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17 Sep 2021, 11:36
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3 Critical Types of Knowledge for a High GMAT® Score
If you’re like most students who are just getting started studying for the GMAT®, you’re investing your time and energy in mastering the content that the GMAT® tests. Whether that material be number properties, linear and quadratic equations, roots and exponents, or probability, you’re learning the fundamental concepts that you must understand in order to earn a good score. In other words, you’re building conceptual knowledge. Those who read my articles regularly know how important it is to build this conceptual knowledge. After all, if you don’t acquire the basic knowledge and skills that are regularly tested, how can you expect to perform well?Although building conceptual knowledge is very necessary, it’s not always enough to insure a good score. In fact, on a regular basis, I encounter students who appear to know their basic GMAT® material very well, yet still earn low GMAT® scores. Although there are many possible reasons for these low scores, in this article, I’ll discuss one important possibility that is pervasive but is easy to fix: The student despite strong conceptual knowledge lacks procedural and operational knowledge.
There are, it seems to me, three important phases of development, or evolutions, that almost all GMAT® takers should follow:
- Evolution 1: Building Conceptual Knowledge
- Evolution 2: Developing Procedural Knowledge
- Evolution 3: Turning Conceptual and Procedural Knowledge into Operational Knowledge
Building Conceptual Knowledge
During the first evolution, a student must build conceptual knowledge, the mandatory foundation of her development. In this phase, the student spends her time mastering the content and skills necessary to perform well. For example, she might master the concepts of remainder patterns, the difference between a permutation and a combination, least common multiple and greatest common factor word problems, the difference of squares, factorials, and right triangle geometry. In this evolution, her sole focus is on mastering the content.Developing Procedural Knowledge
She then progresses to evolution two, during which she must build procedural knowledge. Procedural knowledge is the ability to use already learned concepts and skills to solve new problems. In other words, when she gains procedural knowledge, she gains the ability to apply what she has learned to realistic GMAT® practice questions. This phase is all about practice, practice, practice, as the student painstakingly turns conceptual knowledge into procedural knowledge. The more problems she solves, the stronger both her conceptual and her procedural knowledge.By building procedural knowledge, she’s bypassing an age-old flaw in the way in which students often study for math. Too many students look at a problem and tell themselves that they can solve it and then don’t follow through and actually do the work because they recognize the concepts involved in solving it. Come test day, they discover that the problem is not that easy to solve after all. I see this happening with GMAT® students time and again. A useful analogy can be found in running. Imagine having a good deal of knowledge about running that you acquired by extensive reading: everything from biomechanics and kinesiology to running shoes, recovery supplements, and pacing strategies. Now, imagine getting up tomorrow morning and going out for a brisk 14-mile run without ever having worked your way up through shorter runs. How’s that 14-miler going to feel?
Back to the GMAT®… By solving many GMAT® questions, and thus by turning conceptual knowledge into procedural knowledge, you’re helping to ensure that you’re proficient in problem-solving. How many of you have had the feeling that you knew you could solve the problem with just a little nudge in the right direction, or just a little more time, or just a slight clarification in the wording? If you’ve experienced these feelings before, you likely had reasonably strong conceptual knowledge but relatively weak procedural knowledge.
To read the complete article, view my full article on Target Test Prep’s blog.
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