“A Randomized Controlled Trial of Interleaved Mathematics Practice”, Doug Rohrer, Robert F. Dedrick, Marissa K. Hartwig, Chi-Ngai Cheung2019 (math, spaced repetition; backlinks)⁠:

Every school day, many millions of mathematics students complete a set of practice problems that can be solved with the same strategy, such as adding fractions by finding a common denominator. In an alternative approach known as interleaved practice, practice problems are arranged so that no two consecutive problems can be solved by the same strategy, and this approach forces students to choose an appropriate strategy for each problem on the basis of the problem itself.

We conducted a large randomized classroom study and found that a greater emphasis on interleaved practice dramatically improved test scores.

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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 7^th-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.

[Keywords: learning, mathematics, practice, interleaved, RCT]

See Also:

• Interleaved Practice Improves Mathematics Learning

• Interleaving Retrieval Practice Promotes Science Learning

• The Robustness of the Interleaving Benefit

• Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

• The Exam-A-Day Procedure Improves Performance in Psychology Classes

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