The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems
Abstract
Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use that formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach, different kinds of problems appear in an interleaved order, which requires students to choose the strategy on the basis of the problem itself. In the classroom-based experiment reported here, grade 7 students (n = 140) received blocked or interleaved practice over a nine-week period, followed two weeks later by an unannounced test. The mean test scores were greater for material learned by interleaved practice rather than by blocked practice (72 % vs. 38 %, d = 1.05). This interleaving effect was observed even though the different kinds of problems were superficially dissimilar from each other, whereas previous interleaved mathematics studies had required students to learn nearly identical kinds of problems. We conclude that interleaving improves mathematics learning not only by improving discrimination between different kinds of problems, but also by strengthening the association between each kind of problem and its corresponding strategy.
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Category discrimination can play an indirect role in mathematical tasks.
“Less directly, as Rohrer et al. (2014) noted, category discrimination may form only part of a task: Solving a problem might involve first identifying the type of problem and then retrieving the procedure for solving it.”
From Interleaving in Mathematical Category Learning (2025) · cites this paper as Rohrer et al., 2014
In Rohrer et al. (2014), although dissimilar mathematics problems were used, students were novices and had to learn which solution was appropriate, requiring them to contrast and discriminate between the problems and leading to the interleaving effect.
“It also should be noted that in the study of Rohrer et al. (2014), while dissimilar mathematics problems were used, students were novices with respect to those problems and so had to learn which solution was appropriate, an activity which required them to contrast and discriminate between the problems leading to the interleaving effect.”
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 et al. (2014)
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Kremer, M. R., Gray-Lobe, G., de Laat, J., & van der Haar, L. (2023) · National Bureau of Economic Research · doi:10.3386/w31853 · Cited by 1 · see citing works
Dunlosky, J. T., & Rawson, K. A. (2015)
Interleaving area problems in the 4th grade classroom: What is the role of context and practice?
Todaro, R. D., & Morris, B. J. (2017) · eScholarship (California Digital Library)
- Authors
- Rohrer, D., Dedrick, R. F., & Burgess, K.
- Affiliations
- University of South Florida (US)
- Corresponding author
- Rohrer, Doug
- Venue
- Psychonomic Bulletin & Review
- Published
- 2014-02-28
- Volume
- 21
- Issue
- 5
- Pages
- 1323-1330
- ISSN
- 1069-9384 (ISSN-L)
- 1531-5320
- OpenAlex
- W2028527344
- Cited by
- 122
- References
- 15
- Citations by year
- 2026: 5 · 2025: 9 · 2024: 9 · 2023: 10 · 2022: 10 · 2021: 11 · 2020: 15 · 2019: 16 · 2018: 7 · 2017: 9 · 2016: 12 · 2015: 7 · 2014: 1
- FWCI
- 13.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychonomic Bulletin & Review (publishedVersion)
- PubMed (publishedVersion)
- Grantee Submission
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- interleaving, blocked practice, mathematics learning, problem types, strategy selection, transfer of learning, seventh grade students, quadratic formula
- MeSH terms
- Child, Educational Measurement, Humans, Learning, Mathematics, Problem Solving
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