MARC details
| 000 -LEADER |
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| fixed length control field |
01934nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221103124928.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
221103b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Rohrer, Doug |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
Interleaved Practice Improves Mathematics Learning |
| Statement of responsibility, etc. |
created by Doug Rohrer, Robert F. Dedrick, and Sandra Stershic |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
South Florida |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2014 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
A typical mathematics assignment consists primarily of practice problems requiring the strategy introduced in the immediately preceding lesson (e.g., a dozen problems that are solved by using the<br/>Pythagorean theorem). This means that students know which strategy is needed to solve each problem<br/>before they read the problem. In an alternative approach known as interleaved practice, problems from<br/>the course are rearranged so that a portion of each assignment includes different kinds of problems in an<br/>interleaved order. Interleaved practice requires students to choose a strategy on the basis of the problem<br/>itself, as they must do when they encounter a problem during a comprehensive examination or subsequent<br/>course. In the experiment reported here, 126 seventh-grade students received the same practice problems<br/>over a 3-month period, but the problems were arranged so that skills were learned by interleaved practice<br/>or by the usual blocked approach. The practice phase concluded with a review session, followed 1 or 30<br/>days later by an unannounced test. Compared with blocked practice, interleaved practice produced higher<br/>scores on both the immediate and delayed tests (Cohen’s ds 0.42 and 0.79, respectively). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
learning |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
mathematics |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
interleaved |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |