Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom.

Autor/inn/en	Barzagar Nazari, Katharina; Ebersbach, Mirjam
Titel	Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom. Gefälligkeitsübersetzung: Verteilen mathematischer Übungen in der dritten und siebten Klasse: Anwendbarkeit des Spacing-Effekts im Unterricht.
Quelle	In: Applied cognitive psychology, 33 (2019) 2, S. 288-298 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0888-4080; 1099-0720
DOI	10.1002/acp.3485
Schlagwörter	Pädagogischer Transfer; Grundschule; Sekundarbereich; Lehrerausbildung; Schulbildung; Prozedurales Wissen; Lehrmethode; Lernmethode; Übung; Mathematik; Leistung
Abstract	We examined the effect of distributed practice on the mathematical performance of third and seventh graders (N = 213) in school. Students first received an introduction to a mathematical topic, derived from their curriculum. Thereafter, they practiced in one of two conditions. In the massed condition, they worked on three practice sets in 1 day. In the distributed condition, they worked on one practice set per day for 3 consecutive days. Bayesian analyses of the performance in two follow-up tests 1 and 6 weeks after the last practice set revealed a positive effect of distributed practice as compared with massed practice in Grade 7. In Grade 3, a positive effect of distributed practice was supported by the data only in the test 1 week after the last practice set. The results suggest that distributed practice is a powerful learning tool for both elementary and secondary school students in the classroom. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3