Exploring the necessary conditions for observing interleaved practice benefits in math learning |
| |
| Affiliation: | 1. KU Leuven, Faculty of Psychology and Educational Sciences, Centre for Educational Effectiveness and Evaluation, Dekenstraat 2, box 3773, 3000, Leuven, Belgium;2. KU Leuven Kulak, Faculty of Arts, Functional and Cognitive, Linguistics, Belgium;3. KU Leuven, Faculty of Psychology and Educational Sciences, Centre for Educational Effectiveness and Evaluation, Belgium;1. Département de Psychoéducation, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;2. Department of Human Sciences, The Ohio State University, 151C Campbell Hall, 1787 Neil Avenue Columbus, OH, 43210, USA;3. Département d''enseignement au préscolaire et primaire, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;4. Department of childhood education, University of Johannesburg, Johannesburg, South Africa;1. Ben-Gurion University of the Negev, Israel;2. Pontifical Catholic University of Peru, Peru;1. Aix Marseille Univ, CNRS, LNC, Marseille, France;2. Aix Marseille Univ, CNRS, LPC, Marseille, France;3. Aix Marseille Univ, PSYCLE, Aix-en-Provence, France;1. Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;2. Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany |
| |
| Abstract: | Previous research has demonstrated benefits of interleaved practice over blocked practice for learning mathematical formulas. This experiment tested whether the benefits from interleaved practice would generalize to more complex problems, where the problem type must be inferred from information in the problem. We compared delayed test performance of participants assigned to blocked practice to participants assigned to interleaved practice who had high or low practice performance. University students (Mage = 18.97, SDage = 1.50, 64% female) learned how to solve probability word problems in blocked practice, interleaved practice, or hybrid conditions that included both kinds of practice. Conditions that included some interleaved practice outperformed a condition that included only blocked practice at delayed test. Participants with high performance on interleaved practice problems outperformed participants assigned to blocked practice at delayed test. These results suggest that interleaved practice can confer learning advantages even for more complex problems. |
| |
| Keywords: | Interleaving Combinatorics problems Math learning |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
