Cited by 357Mathematics Education and PedagogyVisual and Cognitive Learning ProcessesMathematics Education and Teaching Techniques

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The shuffling of mathematics problems improves learning

Rohrer, Doug, Taylor, Kelli·2007·Instructional Science

DOI 10.1007/s11251-007-9015-8

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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
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“…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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“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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Additional file 1 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
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Additional file 2 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678255
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Additional file 4 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
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Additional file 5 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
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Additional file 11 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678282
Additional file 8 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678273
Additional file 7 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678270
Additional file 3 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
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Additional file 10 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
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Additional file 6 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
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Additional file 9 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
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Untitled work
(2013) · eScholarship (California Digital Library) · Cited by 1

Authors: Rohrer, D., & Taylor, K.
Affiliations: University of South Florida (US)
Corresponding author: Rohrer, Doug
ORCID: Rohrer, Doug
Venue: Instructional Science
Publisher: Springer Science and Business Media LLC
Published: 2007-04-19
Volume: 35
Issue: 6
Pages: 481-498
ISSN: 0020-4277 (ISSN-L)
1573-1952
DOI: 10.1007/s11251-007-9015-8
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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The shuffling of mathematics problems improves learning

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