A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

Schutte, Greg M.; Duhon, Gary J.; Solomon, Benjamin G.; Poncy, Brian C.; Moore, Kathryn; Story, Bailey

doi:10.1016/j.jsp.2014.12.003

Cited by 70Cognitive and developmental aspects of mathematical skillsBehavioral and Psychological StudiesMathematics Education and Pedagogy

A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

Schutte, Greg M., Duhon, Gary J., Solomon, Benjamin G., Poncy, Brian C., Moore, Kathryn, Story, Bailey·2015·Journal of School Psychology

DOI 10.1016/j.jsp.2014.12.003

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Abstract

To best remediate academic deficiencies, educators need to not only identify empirically validated interventions but also be able to apply instructional modifications that result in more efficient student learning. The current study compared the effect of massed and distributed practice with an explicit timing intervention to evaluate the extent to which these modifications lead to increased math fact fluency on basic addition problems. Forty-eight third-grade students were placed into one of three groups with each of the groups completing four 1-min math explicit timing procedures each day across 19 days. Group one completed all four 1-min timings consecutively; group two completed two back-to-back 1-min timings in the morning and two back-to-back 1-min timings in the afternoon, and group three completed one, 1-min independent timing four times distributed across the day. Growth curve modeling was used to examine the progress throughout the course of the study. Results suggested that students in the distributed practice conditions, both four times per day and two times per day, showed significantly higher fluency growth rates than those practicing only once per day in a massed format. These results indicate that combining distributed practice with explicit timing procedures is a useful modification that enhances student learning without the addition of extra instructional time when targeting math fact fluency.

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Only two studies have specifically investigated distributed practice effects on mathematical learning within the school context.
“To the best of our knowledge, only two studies have specifically investigated distributed practice effects on mathematical learning within the school context.”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Schutte et al. (2015)
In Schutte et al. (2015), students in both distributed practice groups outperformed those who practiced each day in a massed fashion in the immediate posttest and a maintenance test conducted 10 days after the end of the intervention.
“Students in both distributed practice groups outperformed those who practiced each day in a massed fashion in the immediate posttest and a maintenance test conducted 10 days after the end of the intervention.”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Schutte et al. (2015)
In Schutte et al. (2015), essentially all students were in a distributed practice condition, because practice in all groups was distributed across 19 days, and differences only reflect the effects of distribution within each day.
“These results notwithstanding, essentially all students were in a distributed practice condition, because practice in all groups was distributed across 19 days, and differences only reflect the effects of distribution within each day.”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Schutte et al. (2015)
The present results are in line with Schutte et al. (2015), who reported a positive effect of distributed practice on mathematical performance for third graders until 10 days after the intervention.
“These results are in line with the findings of Schutte et al. (2015), who reported a positive effect of distributed practice on mathematical performance for third graders until 10 days after the intervention.”
From Distributing mathematical practice of third and seventh graders:<scp>A</scp>pplicability of the spacing effect in the classroom (2019) · cites this paper as Schutte et al. (2015)

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Comparative analysis of math facts fluency gains made through massed and distributed practice with varied inter-session intervals
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Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals
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Authors: Schutte, G. M., Duhon, G. J., Solomon, B. G., Poncy, B. C., Moore, K., & Story, B.
Affiliations: Oklahoma State University (US)
Corresponding author: Schutte, Greg M.
ORCID: Duhon, Gary J.
Solomon, Benjamin G.
Poncy, Brian C.
Venue: Journal of School Psychology
Publisher: Elsevier BV
Published: 2015-04
Volume: 53
Issue: 2
Pages: 149-159
ISSN: 0022-4405 (ISSN-L)
DOI: 10.1016/j.jsp.2014.12.003
OpenAlex: W2000649097
Cited by: 70
References: 80
Citations by year: 2026: 3 · 2025: 9 · 2024: 4 · 2023: 10 · 2022: 4 · 2021: 7 · 2020: 9 · 2019: 10 · 2018: 5 · 2017: 3 · 2016: 5 · 2015: 1
FWCI: 4.15
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of School Psychology (publishedVersion)
PubMed (publishedVersion)
Topics: Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
Keywords: massed practice, distributed practice, math fact fluency, addition facts, third grade, instructional modification
MeSH terms: Achievement, Child, Female, Humans, Learning, Male, Mathematics, Schools, Students, Time Factors

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A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

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