Effects of Spaced, Repeated Retrieval Practice and Test-Potentiated Learning on Mathematical Knowledge and Reasoning

Autor/in	May, Bruce Mathew
Titel	Effects of Spaced, Repeated Retrieval Practice and Test-Potentiated Learning on Mathematical Knowledge and Reasoning
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 1, S.92-107 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1961034
Schlagwörter	Mathematics Instruction; Mathematics Tests; Mathematical Concepts; Preservice Teachers; Mathematics Teachers; Taxonomy; Knowledge Level; Teacher Education Programs; Thinking Skills; Geometry; Pedagogical Content Knowledge; Pretests Posttests + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Taxonomie; Wissensbasis; Denkfähigkeit; Geometrie; Pädagogische Kompetenz
Abstract	Effects of spaced, repeated retrieval practice and test-potentiated learning on mathematical knowledge and reasoning in an authentic educational setting are investigated in the study. Research participants were a cohort of second-year pre-service mathematics teachers. A revised taxonomy table was utilized to measure the knowledge and reasoning proficiency of participants. Findings indicate that the intervention was effective in enhancing categories, where familiar algorithmic reasoning and procedural knowledge were required. It was less effective with categories requiring flexible and creative use of conceptual and procedural knowledge. Theories of storage and retrieval strength and conceptual knowledge are used to explain the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01