A Randomized Controlled Trial of Interleaved Mathematics Practice

Autor/inn/en	Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K.; Cheung, Chi-Ngai
Titel	A Randomized Controlled Trial of Interleaved Mathematics Practice
Quelle	In: Journal of Educational Psychology, 112 (2020) 1, S.40-52 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000367
Schlagwörter	Randomized Controlled Trials; Mathematics Instruction; Grade 7; Assignments; Intervention; Mathematics Tests; Scores; Teacher Attitudes; Teaching Methods; Problem Solving; Instructional Effectiveness; Educational Practices; Pilot Projects; School Districts; Honors Curriculum; Advanced Courses; Worksheets; Florida + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Assignment; Auftrag; Zuweisung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Unterrichtserfolg; Bildungspraxis; Pilot project; Modellversuch; Pilotprojekt; School district; Schulbezirk; Fortgeschrittenenunterricht
Abstract	We report the results of a preregistered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no 2 consecutive problems require the same strategy. Previous small-scale studies found that practice assignments with a greater proportion of interleaved practice produced higher test scores. In the present study, we assessed the efficacy and feasibility of interleaved practice in a naturalistic setting with a large, diverse sample. Each of 54 7th-grade mathematics classes periodically completed interleaved or blocked assignments over a period of 4 months, and then both groups completed an interleaved review assignment. One month later, students took an unannounced test, and the interleaved group outscored the blocked group, 61% versus 38%, d = 0.83. Teachers were able to implement the intervention without training, and they later expressed support for interleaved practice in an anonymous survey they completed before they knew the results of the study. Although important caveats remain, the results suggest that interleaved mathematics practice is effective and feasible. [For the corresponding grantee submission, see ED595322.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11