The DOI matches its Crossref record; 15 of the 15 references it cites were found in a registry or an index.
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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“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 the citing paper
“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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Cites
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A research companion to Principles and standards for school mathematics
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The shuffling of mathematics problems improves learning
Rohrer, D., & Taylor, K. (2007) · Instructional Science · doi:10.1007/s11251-007-9015-8 · Cited by 357 · cited 3×
“Previous Studies of Interleaved Practice Four previously-published studies have compared the effects of interleaved and blocked mathematics practice (Le Blanc & Simon, 2008; Mayfield & Chase, 2002; Rohrer & Taylor, 2007; Taylor & Rohrer, 2010).”
BackgroundSelf-citationRoediger, H. L., III, & Pyc, M. A. (2012) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2012.09.002 · Cited by 310
The effects of interleaved practice
Taylor, K., & Rohrer, D. (2010) · Applied Cognitive Psychology · doi:10.1002/acp.1598 · Cited by 288 · cited 4×
“Previous Studies of Interleaved Practice Four previously-published studies have compared the effects of interleaved and blocked mathematics practice (Le Blanc & Simon, 2008; Mayfield & Chase, 2002; Rohrer & Taylor, 2007; Taylor & Rohrer, 2010).”
BackgroundInfluentialSelf-citationWhy interleaving enhances inductive learning: The roles of discrimination and retrieval
Birnbaum, M. S., Kornell, N., Bjork, E. L., & Bjork, R. A. (2013) · Memory & Cognition · doi:10.3758/s13421-012-0272-7 · Cited by 278
The effects of overlearning and distributed practise on the retention of mathematics knowledge
Rohrer, D., & Taylor, K. (2006) · Applied Cognitive Psychology · doi:10.1002/acp.1266 · Cited by 250
Self-citationLearning Painting Styles: Spacing is Advantageous when it Promotes Discriminative Contrast
Kang, S. H. K., & Pashler, H. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.1801 · Cited by 246
Research works printed but not linked: 2
- Le Blanc, K., & Simon, D. (2008). Mixed practice enhances retention and JOL accuracy for mathematical skills. Chicago: Paper presented at the 49th Annual Meeting of the Psychonomic Society.
- Yazdani, M. A., & Zebrowski, E. (2006). Spaced reinforcement: An effective approach to enhance the achievement in plane geometry. Journal of Mathematical Sciences and Mathematics Education, 37–43.
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Agrawal, S., & Lalwani, A. (2020) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3375462.3375542
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Interleaved Practice in Remediating Basic Arithmetic Proficiency in Grade One
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The effects of interleaving and rest on L2 vocabulary learning
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Comparing Interleaved and Blocked Practices in Secondary School Music Performances
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Smink, J. A. (2026) · The American Biology Teacher · doi:10.1525/abt.2026.88.7.404
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Metadata
- 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
- 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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