Cited by 122Visual and Cognitive Learning ProcessesMathematics Education and PedagogyCognitive and developmental aspects of mathematical skills

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The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems

Rohrer, Doug, Dedrick, Robert F., Burgess, Kaleena·2014·Psychonomic Bulletin & Review

DOI 10.3758/s13423-014-0588-3

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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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Authors: Rohrer, D., Dedrick, R. F., & Burgess, K.
Affiliations: University of South Florida (US)
Corresponding author: Rohrer, Doug
ORCID: Rohrer, Doug
Dedrick, Robert F.
Venue: Psychonomic Bulletin & Review
Publisher: Springer Science and Business Media LLC
Published: 2014-02-28
Volume: 21
Issue: 5
Pages: 1323-1330
ISSN: 1069-9384 (ISSN-L)
1531-5320
DOI: 10.3758/s13423-014-0588-3
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
Licence: www.springer.com/tdm (tdm)
www.springer.com/tdm (vor)
Locations: Psychonomic Bulletin & Review (publishedVersion)
PubMed (publishedVersion)
Grantee Submission
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Education › Mathematics Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › 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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The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems

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