Various studies in the past explored a positive correlation between information load and students’ understanding difficulties. In the topics where the information load exceeded the working memory limit the performance in terms of understanding declined quite spectacularly. The capacity of this part of the brain is determined genetically fixed. However, the room for efficient use of this part is open largely through experience. In this study pre-learning strategy was practiced to minimize the load on working memory in order to improve students’ understanding in mathematics. To follow the strategy, twenty pre-lectures were developed from year 9 and 10 mathematics textbooks followed by twenty post-tests. A sample of 212 students was taken from two FG schools in Peshawar Cantt. The outcome was focused in terms of understanding and procedural learning. No changes were made in the curriculum content, time allocation and the teachers. The results depicted significant improvement in students’ understanding and procedural learning in the stipulated topics. The results are consistent with previous studies in very different contexts, which highlighted significant importance of pre-learning practices.
