000			01934nam a22002297a 4500
003			ZW-GwMSU
005			20221103124928.0
008			221103b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_aRohrer, Doug _eauthor
245			_aInterleaved Practice Improves Mathematics Learning _ccreated by Doug Rohrer, Robert F. Dedrick, and Sandra Stershic
264			_aSouth Florida _bAmerican Psychological Association _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aA 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 Pythagorean theorem). This means that students know which strategy is needed to solve each problem before they read the problem. In an alternative approach known as interleaved practice, problems from the course are rearranged so that a portion of each assignment includes different kinds of problems in an interleaved order. Interleaved practice requires students to choose a strategy on the basis of the problem itself, as they must do when they encounter a problem during a comprehensive examination or subsequent course. In the experiment reported here, 126 seventh-grade students received the same practice problems over a 3-month period, but the problems were arranged so that skills were learned by interleaved practice or by the usual blocked approach. The practice phase concluded with a review session, followed 1 or 30 days later by an unannounced test. Compared with blocked practice, interleaved practice produced higher scores on both the immediate and delayed tests (Cohen’s ds 0.42 and 0.79, respectively).
650			_alearning
650			_amathematics
650			_ainterleaved
942			_2lcc _cJA
999			_c160033 _d160033