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The shuffling of mathematics problems improves learning
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“The results of both studies showed interleaved practice to be more effective than blocked practice.”
From Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses (2021) · cites this paper as Rohrer and Taylor (2007)
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Distributed practice in verbal recall tasks: A review and quantitative synthesis.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.3.354 · Cited by 1,888
Self-citation(1994) · The MIT Press eBooks · doi:10.7551/mitpress/4561.001.0001 · Cited by 1,770
Schmidt, R. A., & Bjork, R. A. (1992) · Psychological Science · doi:10.1111/j.1467-9280.1992.tb00029.x · Cited by 1,582 · cited 2×
“…have advocated that learners space their study (Bahrick et al., 1993; Bjork, 1979, 1988, 1994; Bloom & Shuell, 1981; Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Dempster, 1989; Pashler, Rohrer, Cepeda, & Carpenter, 2007; Reynolds & Glaser, 1964; Schmidt & Bjork, 1992; Smith & Rothkopf, 1984).”
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Developing conceptual understanding and procedural skill in mathematics: An iterative process.
Rittle‐Johnson, B., Siegler, R. S., & Alibali, M. W. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.346 · Cited by 1,155
Memory and Metamemory Considerations in the Training of Human Beings
Bjork, R. A. (1994) · Metacognition · doi:10.7551/mitpress/4561.003.0011 · Cited by 1,084
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Conceptual and procedural knowledge of mathematics: Does one lead to the other?
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Training research and education
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Maintenance of Foreign Language Vocabulary and the Spacing Effect
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“For this reason, many previous authors have advocated that learners space their study (Bahrick et al., 1993; Bjork, 1979, 1988, 1994; Bloom & Shuell, 1981; Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Dempster, 1989; Pashler, Rohrer, Cepeda, & Carpenter, 2007; Reynolds & Glaser, 1964; Schmidt &…”
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Do worked examples boost the spacing effect on lasting learning?
Krauspe, J., Ebersbach, M., Ludwig, A., & Scharf, F. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102103 · Cited by 5
Teaching Residents to Teach: Why and How
Feimster, J. W., McDow, A. D., & Mellinger, J. D. (2017) · Springer eBooks · doi:10.1007/978-3-319-64728-9_7 · Cited by 4
Foot-Seymour, V., & Wiseheart, M. (2022) · Cognitive Research: Principles and Implications · doi:10.1186/s41235-022-00358-w · Cited by 4
“…(Bloom & Shuell, 1981), random facts (DeRe-mer & D’Agostino, 1974), textbook concepts (Reder & Anderson, 1982), word lists (Zechmeister & Shaugh-nessy, 1980), addition (Reed, 1924), multiplication (Rea & Modigliani, 1985) and geometry (Rohrer, 2009; Rohrer & Taylor, 2007; Taraban et al., 2001).”
Apply Small Teaching Tactics in an Introductory Programming Course: Impact on Learning Performance
Jiang, Y. (2022) · Journal of Information Systems Education · doi:10.62273/vifv7767 · Cited by 4
“In an experiment conducted on 18 college students, Rohrer and Taylor (2007) showed that the interleaving approach, introducing four models of mathematics problems together and letting students practice how to solve problems involving one of the four types in a random order, produced a significantly…”
Tidd, S. T., Stoelinga, T., Bush-Richards, A. M., Sena, D. L. D., & Dwyer, T. J. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2016.1209454 · Cited by 6
“The design of practice in Intensified Algebra is based on longstanding research supporting the use of distributed or spaced practice in mathematics (Caple, 1996; Rittle-Johnson, Siegler, & Alibali, 2001; Rohrer & Taylor, 2007).”
MethodComparison of Individual and Combined Effects of Blocked and Interleaved Practice:
Onoue, T., & Iguchi, Y. (2020) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.68.122 · Cited by 4
“…practice）と いう観点から捉える」研究パラダイム（e.g., Kang, 2016b） が，1つの枠組みとして受け入れられつつあるようで ある。そのことは，この枠組みに基づく実証研究の * 宮崎大学 〒 889-2192 宮崎県宮崎市学園木花台西 1丁目 1 t-onoue@cc.miyazaki-u.ac.jp ** 生物科学研究所（長野県岡谷市） ブロック練習と交互練習の単独効果と複合効果の比較検討 ――学習内容の定着度，及び，確信度判断の正確性に着目して―― 尾之上 高 哉* 井 口…”
InfluentialWorking Memory Resources Depletion Makes Delayed Testing Beneficial
Chen, O., & Kalyuga, S. (2021) · Journal of Cognitive Education and Psychology · doi:10.1891/jcep-d-20-00024 · Cited by 7
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Vecera, S. P., & Levtov, A. H. (2025) · Education Sciences · doi:10.3390/educsci15070931 · Cited by 3
Binks, S. (2026) · Journal of Evaluation in Clinical Practice · doi:10.1111/jep.70349 · Cited by 7
The impact of distributed homework on student outcomes
Kuo, S. (2022) · International Review of Economics Education · doi:10.1016/j.iree.2022.100243 · Cited by 3
Spaced example-based learning facilitates advanced mathematics learning in college students
Zhang, Y., Wang, Z., Chen, Z., Yang, Q., Dong, C., & Qu, K. (2024) · Journal of Cognitive Psychology · doi:10.1080/20445911.2024.2314971 · Cited by 3
“…by providing support for the e ffi cacy of spaced learning during the learning phase, a departure from prior studies that focused on distributed practice during the practice phase in conjunction with lectures or class meetings (Crissinger, 2015; Hopkins et al., 2016; Rohrer & Taylor, 2006, 2007).”
MethodResultBiwer, F., Taban, G., & de Bruin, A. B. H. (2025) · European Journal of Engineering Education · doi:10.1080/03043797.2025.2458117 · Cited by 8
“Interleaved practice has for example been found to enhance memory and problem-solving ability in undergraduate physics students, math students or in science learning (Rohrer and Taylor 2007; Samani and Pan 2021; Sana and Yan 2022).”
Cognitive Rotation Pedagogy in Low-Resource Environments
Kazanskaia, A. N. (2025) · doi:10.64357/cognitive-rotation-pedagogy-2026 · Cited by 3
Tailoring interleaved practice: Does adaptive sequencing boost the interleaving effect?
Nemeth, L., Osterberg, J., & Lipowsky, F. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102804 · Cited by 5
Neya Modular Cognitive Rotation Teaching Method
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Cognitive Science Foundations of Integer Understanding and Instruction
Varma, S., Blair, K. P., & Schwartz, D. L. (2018) · Research in mathematics education · doi:10.1007/978-3-030-00491-0_14 · Cited by 3
Increase Performance and Retention
Lionelle, A., Ghosh, S., Ourada, S., & Musser, W. (2022) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3478431.3499340 · Cited by 3
“It has been shown that interleaving of these topics improves recall in multiple domains, including mathematics [28, 29].”
BackgroundDo Domain Knowledge and Retrieval Practice Predict Students’ Study Order Decisions?
Babineau, A. L., Witherby, A. E., Ariel, R., Pelch, M. A., & Tauber, S. K. (2022) · Journal of Intelligence · doi:10.3390/jintelligence10040122 · Cited by 3
Unterrichtsqualität und Instruktionsstrategien
Ufer, S., Heinze, A., & Lipowsky, F. (2023) · Springer eBooks · doi:10.1007/978-3-662-66604-3_15 · Cited by 3
Developing the concept of task substitution and transformation by defining own equivalences
Tirpáková, A., Gonda, D., Wiegerová, A., & Navrátilová, H. (2023) · Educational Studies in Mathematics · doi:10.1007/s10649-023-10264-7 · Cited by 3
“Although this approach may lead to more mistakes at the beginning and slow down the learning process, it tends to improve long-term knowledge retention and transfer (Rohrer & Pashler, 2010; Rohrer & Taylor, 2007).”
BackgroundInterleaving Enhances Learning: A Possible Geometric Explanation
Lerma, O., Kosheleva, O. M., & Крейнович, В. (2014) · scholarworks - UTEP (The University of Texas at El Paso) · Cited by 3
English Speaking Skill and Indian Undergraduate ESL Learners: Interleaving or Block Practice?
Kakoti, S., & Doley, S. K. (2021) · Rupkatha Journal on Interdisciplinary Studies in Humanities · doi:10.21659/rupkatha.v13n4.57 · Cited by 2
“Interleaving often results in better long-term retention as mentioned earlier (Kang &Pashler, 2012; Rohrer & Taylor, 2007; Taylor & Rohrer, 2010).”
BackgroundPervasive Cyberinfrastructure for Personalized Education
Morrow, T. J., Sedigh, S., & Hurson, A. R. (2015) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-9634-1.ch040 · Cited by 3
Encouraging Metacognition in Digital Learning Environments
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Peer Teaching in Tertiary STEM Education: A Case Study
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Learning Strategies Instruction
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Nemeth, L., Werker, K., Arend, J., Vogel, S. T., & Lipowsky, F. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02296 · Cited by 3
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Ruitenburg, S. K., Guldemont, P., Kirschner, P. A., Jarodzka, H., & Camp, G. (2025) · Applied Cognitive Psychology · doi:10.1002/acp.70032 · Cited by 4
Healy, A. F., Schneider, V. I., & Kole, J. A. (2025) · Behavioral Sciences · doi:10.3390/bs15050692 · Cited by 3
“…Carvalho & Goldstone, 2014; Kang & Pashler, 2012; Kornell & Bjork, 2008), chemistry (Eglington & Kang, 2017), mathematics (Mielicki & Wiley, 2022; Rohrer & Taylor, 2007), statistical problem-solving (Sana et al., 2018), and the acquisition and retention of logic rules (Schneider et al., 1995).”
A Distributional Response Time Analysis of the Perceptual Disfluency Effect
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Wellness and Work: Anki, Study Habits, and Exam Outcomes in First-Year Medical Students
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Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms
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“Second, the interspersal of known and unknown stimuli incorporates spacing, which has been shown to support long-term skill maintenance (Rohrer & Taylor, 2007; Swehla et al., 2016).”
Onoue, T., & Iguchi, Y. (2024) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.72.1 · Cited by 2
Spacing effects in learning and memory
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Acquiring an Accurate Mental Model of Human Learning
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Lindquist, D. S., Sparrow, B. E., & Lindquist, J. M. (2024) · Instructional Science · doi:10.1007/s11251-024-09680-w · Cited by 7
“Finally, Rohrer and Taylor (2007) also noted benefits to long-term retention that come from spaced learning in the form of frequent quizzing.”
Harvey, A. G. (2025) · Behaviour Research and Therapy · doi:10.1016/j.brat.2025.104767 · Cited by 2
Conrad, N. J. (2012) · Teaching of Psychology · doi:10.1177/0098628312465863 · Cited by 2
“…typing (Baddeley & Longman, 1978) and other motor skills (Shea, Lai, Black, & Park, 2000), instruction in reading (Conrad, 2008) and mathematics (Rohrer & Taylor, 2007), higher education (Seabrook, Brown, & Solity, 2005), and training in organizations (see Donovan & Radosevich, 1999, for…”
Howard‐Jones, P. A. (2014) · Cited by 2
Скворцова, С., Онопрієнко, О. В., & Romanyshyn, R. (2021) · Journal of Vasyl Stefanyk Precarpathian National University · doi:10.15330/jpnu.8.1.46-64 · Cited by 2
“Taylor [6] also analyze the subject matter of textbooks but in the context of their distribution across lessons within the topic and the set of mathematical word problems for each lesson.”
BackgroundAutomatic Reassessment and Relearning System
Song, S. I. (2010) · Digital WPI · Cited by 2
Multimedia Learning with Media
(2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.045 · Cited by 2
Ferri, R. B., Pede, S., & Lipowsky, F. (2020) · Journal für Mathematik-Didaktik · doi:10.1007/s13138-020-00162-3 · Cited by 3
Zielinski (2017) · doi:10.17760/d20270105 · Cited by 3
“In contrast, in block learning the student already knows the practice problems are all related to a single procedure (Rohrer & Taylor, 2007).”
BackgroundGorgievski, N., & DeFranco, T. C. (2024) · Investigations in Mathematics Learning · doi:10.1080/19477503.2024.2321834 · Cited by 1
“Rohrer and Taylor (2007) conducted a study involving 18 university undergraduate students working on problems that incorporated blocked practice versus mixed practice problems.”
BackgroundInfluentialLeuders, T., & Loibl, K. (2025) · Unterrichtswissenschaft · doi:10.1007/s42010-025-00230-y · Cited by 2
How note-taking and note-using affects the benefit of interleaving over blocking
Little, J. L., Fealy, J. C. M., Kobayashi, K., & Roth, S. (2025) · Memory & Cognition · doi:10.3758/s13421-025-01751-8 · Cited by 1
“…tends to be better for learning than blocking items by concept or category, and this benefit has been shown across a range of materials including artists’ painting styles (Kornell & Bjork, 2008), math procedures (Rohrer & Taylor, 2007), and naturalistic categories (Wahlheim et al., 2011).”
Students’ Perceptions of Effective Math Learning Strategies
Hartwig, M. K., & Rohrer, D. (2025) · Behavioral Sciences · doi:10.3390/bs15081047 · Cited by 3
“…math practice has been shown to reliably produce better test scores than blocked practice in laboratory experiments (e.g., Mayfield & Chase, 2002; Rohrer & Taylor, 2007) and classroom studies (e.g., Rohrer et al., 2015, 2020b) with students of different ages (e.g., Foster et al., 2019; Taylor &…”
Self-citationSpaced Learning Supports Productive Struggle in an Online Learning Platform
Schonberg, C. C., Hargis, M. B., An, X., & Bashkov, B. M. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09914-x · Cited by 1
Souysaart, T. (2026) · Journal of Science and Mathematics Letters · doi:10.37134/jsml.vol14.2.5.2026 · Cited by 2
Carvalho, P. F., Braithwaite, D. W., de Leeuw, J. R., Motz, B. A., & Goldstone, R. L. (2015) · Cognitive Science · Cited by 1
A Multifaceted Consideration of Motivation and Learning within ASSISTments
Ostrow, K. (2015) · Digital WPI · Cited by 1
Brain-Friendly Learning Tips for Long-Term Retention and Recall
Mehring, J., & Thomson, R. (2016) · The Language Teacher · doi:10.37546/jalttlt40.4-2 · Cited by 1
Let’s Talk about Stats: Revising Our Approach to Teaching Statistics in Psychology
Reynolds, J. J. (2021) · Psychological Reports · doi:10.1177/00332941211043447 · Cited by 2
Doley, S. K., & Kakoti, S. (2023) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2023.20.4.2.773 · Cited by 1
Cox, C. T., & Gulacar, O. (2024) · Chemistry Teacher International · doi:10.1515/cti-2024-0083 · Cited by 1
“…organized in blocks, algorithmic repetition is emphasized to a lesser extent with an interleaved organization, thus requiring students to evaluate problems holistically and develop problem-solving strategies that extend beyond surface features (Persky & Robinson, 2017; Rohrer & Taylor, 2007).”
Kwandayi, H., & Muyambo, T. M. (2024) · The Independent Journal of Teaching and Learning · doi:10.17159/1bxz5q72 · Cited by 1
Doroudi, S., Holstein, K., Aleven, V., & Brunskill, E. (2016) · Cited by 1
Fain, R. J., Hieb, J., Ralston, P. A. S., & Lyle, K. B. (2015) · ASEE Annual Conference & Exposition · doi:10.18260/p.23660 · Cited by 1
Casey, D. (2018) · Arrow - TU Dublin (Technological University Dublin) · doi:10.21427/d7q526 · Cited by 1
“One of the principle benefits of interleaved practice is that students must learn to identify the appropriate method for a given problem (Rohrer & Taylor, 2007).”
MethodYan, V. X., & Sana, F. (2019) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.18.1.35 · Cited by 1
Созинов, А. А., Bakhchina, A. V., & Alexandrov, Y. I. (2021) · International Journal of Cognitive Research in Science Engineering and Education · doi:10.23947/2334-8496-2021-9-2-291-299 · Cited by 1
“This schedule resembles massed and mixed learning (e.g., Rohrer and Taylor, 2007).”
BackgroundThe Benefits of Interleaving Different Kinds of Mathematics Practice Problems
Taylor, K. (2008) · Digital Commons - University of South Florida (University of South Florida) · Cited by 1
Self-citationRobert Kennedy (2017). Phonology: a coursebook. Cambridge: Cambridge University Press. Pp. xii+364.
Turnbull, R. (2018) · Phonology · doi:10.1017/s0952675718000155 · Cited by 1
“…block of problems of type X, then a block of problems of type Y, and so on, the problems should be interleaved, requiring students to determine the relevant skills required for each problem, rather than permitting mechanical rote learning (Rohrer & Taylor 2007; see Cepeda et al. 2006 for a review).”
BackgroundAlfotais, A. (2019) · Open Access at Essex (University of Essex) · Cited by 1
A study of novice programmer performance and programming pedagogy.
Dacey, M. (2018) · University Of Wales Trinity Saint David Research Repository (University of Wales Trinity Saint David) · doi:10.82227/repository.uwtsd.ac.uk.00001249 · Cited by 1
Learning to Read through Machine TeachingPreprint
Sen, A., Cox, C. R., Borkenhagen, M. J. C., Seidenberg, M. S., & Zhu, X. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2006.16470 · Cited by 1
Remindings in Declarative Concept Learning
Zhang, D. (2019) · UA Campus Repository (The University of Arizona) · Cited by 1
Effects of blocked versus interleaved presentation on children’s vocabulary learning: A pilot studyPreprint
Ning, N. T. L., Bishop, D., & Parker, A. J. (2020) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/fm3rh · Cited by 1
“Several studies have suggested that interleaved presentation may be beneficial for inductive learning (Higgins & Ross, 2011; Kang & Pashler, 2012; Kornell & Bjork, 2008; Kornell et al., 2010; Rohrer & Taylor, 2007).”
BackgroundResultFaulty Memories, Favored Outcomes: How Errors Impact Learning ProcessesPreprint
Leonard, B., Hake, H. S., & Stocco, A. (2023) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/fcy32 · Cited by 2
Interleaved Multitask Learning with Energy Modulated Learning ProgressPreprint
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“For example, studies have demonstrated that interleaving mathematics problems enhance learners’ ability to distinguish between problem types, leading to improved problem-solving skills [43].”
Courtier, P. (2019) · theses.fr (ABES) · doi:10.70675/42da4bccz458fz4926z892ez2baec0cd1f73 · Cited by 1
Learning from preclinical patient contacts
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The Effects of Interactive Screen Media and Desirable Difficulty on Word Learning in Young Children
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Title: An Efficacy Study of Interleaved Mathematics Practice
Rohrer, D., Dedrick, R. F., & Burgess, K. (2013)
Self-citationDePiero, F. W., Benson, B., & McKell, K. C. (2018) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--27866
“Benefits of an interleaved approach have been reported in a wide variety of learning domains, including verbal recall [4], medical students [5], solving anagrams [6], art appreciation [7] and solving math problems [8].”
BackgroundKnowledge Propagation and Resulting Knowledge Enhancement
Lerma, L. O., & Крейнович, В. (2017) · Studies in big data · doi:10.1007/978-3-319-61349-9_4
Learning Any Time, Anywhere: Big Educational Data from Smart Devices
Riedesel, M. A., & Charles, P. (2018) · Lecture notes in educational technology · doi:10.1007/978-981-13-0650-1_1 · Cited by 2
Pan, S. C., Tajran, J., Lovelett, J. T., Osuna, J., & Rickard, T. C. (2018) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/rvx75
Cameron, M. J. (2019) · Psychology and Psychotherapy Research Study · doi:10.31031/pprs.2019.03.000559
“Interleaving has been used as an instructional strategy for teaching math [11], art history [12], and ornithology [13].”
MethodReducing Attrition in General Chemistry by Redesigning the Class Format
Jensen, E. A. (2020) · ACS symposium series · doi:10.1021/bk-2020-1343.ch006
Lévesque-Dion, M. (2019) · Psycause revue scientifique étudiante de l École de psychologie de l Université Laval · doi:10.51656/psycause.v7i2.10107
Ferri, R. B., Pede, S., & Lipowsky, F. (2021) · Journal für Mathematik-Didaktik · doi:10.1007/s13138-021-00192-5
علام, ع. ج. ا. أ., & عطية, و. ش. ع. ا. (2018) · مجلة البحوث فی مجالات التربیة النوعیة · doi:10.21608/jedu.2018.108492
Students’ Experience with Interleaved Homework in High School Mathematics
Toreky, C. (2020) · Digital Commons - University of South Florida (University of South Florida)
Equipoise and ethics in educational research
Burkholder, L. (2021) · Theory and Research in Education · doi:10.1177/14778785211009105
Pan, S. C., Lovelett, J. T., Phun, V., & Rickard, T. C. (2019) · doi:10.31234/osf.io/2rph5
Carmack, L. (2021) · PRIMUS · doi:10.1080/10511970.2021.1945718
“In one experiment, Rohrer and colleague Kelli Taylor [20] focused on teaching college students how to calculate volumes of four threedimensional solids – a wedge, a spheroid, a spherical cone, and a half cone.”
BackgroundMethodCarr-White, N. (2021) · Australasian Journal of Paramedicine
Foot, V. L. (2019) · YorkSpace (York University)
Multimedia Learning with Cognitive Tutors
Koedinger, K. R., & Aleven, V. A. W. M. M. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.046
Nebel, C. L., & Sumeracki, M. A. (2022) · Innovation and change in professional education · doi:10.1007/978-3-030-85524-6_1 · Cited by 1
التعلم الإلکترونی المتباعد( متعدد الفواصل): المفهوم والتطبیقات التعلیمیة
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بدوي, م. ش., & رجب, و. م. ع. (2022) · تکنولوجيا التعليم سلسلة دراسات وبحوث · doi:10.21608/tesr.2022.246443
When Learning Is Too Good to Be True
Zaromb, F. M., & Roberts, R. D. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-6500-4.ch002
Introducing Variability Into the Word Learning of Adults
Fitzgibbons, M. S., & Epstein, J. (2023) · Communication Disorders Quarterly · doi:10.1177/15257401231157981
Metadata
- Authors
- Rohrer, D., & Taylor, K.
- Affiliations
- University of South Florida (US)
- Corresponding author
- Rohrer, Doug
- ORCID
- Rohrer, Doug
- Venue
- Instructional Science
- Published
- 2007-04-19
- Volume
- 35
- Issue
- 6
- Pages
- 481-498
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W1966731838
- Cited by
- 357
- References
- 33
- Citations by year
- 2026: 22 · 2025: 26 · 2024: 35 · 2023: 29 · 2022: 23 · 2021: 26 · 2020: 31 · 2019: 35 · 2018: 20 · 2017: 21 · 2016: 22 · 2015: 16 · 2014: 16 · 2013: 11 · 2012: 9
- FWCI
- 5.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- mathematics learning, practice questions, spaced practice, massed practice, mixed practice, blocked practice, mathematics textbooks
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