**ERIC Number:**EJ1071568

**Record Type:**Journal

**Publication Date:**2015-Aug

**Pages:**9

**Abstractor:**As Provided

**Reference Count:**34

**ISBN:**N/A

**ISSN:**ISSN-0022-0663

Interleaved Practice Improves Mathematics Learning

Rohrer, Doug; Dedrick, Robert F.; Stershic, Sandra

Journal of Educational Psychology, v107 n3 p900-908 Aug 2015

A typical mathematics assignment consists primarily of practice problems requiring the strategy introduced in the immediately preceding lesson (e.g., a dozen problems that are solved by using the Pythagorean theorem). This means that students know which strategy is needed to solve each problem before they read the problem. In an alternative approach known as "interleaved practice,, problems from the course are rearranged so that a portion of each assignment includes different kinds of problems in an interleaved order. Interleaved practice requires students to choose a strategy on the basis of the problem itself, as they must do when they encounter a problem during a comprehensive examination or subsequent course. In the experiment reported here, 126 seventh-grade students received the same practice problems over a 3-month period, but the problems were arranged so that skills were learned by interleaved practice or by the usual blocked approach. The practice phase concluded with a review session, followed 1 or 30 days later by an unannounced test. Compared with blocked practice, interleaved practice produced higher scores on both the immediate and delayed tests (Cohen's d = 0.42 and 0.79, respectively). [For the full text of this article, see Grantee Submission, ED557355.]

Descriptors: Mathematics Instruction, Problem Solving, Teaching Methods, Grade 7, Skill Development, Mathematics Skills, Drills (Practice), Scores, Mathematics Tests, Intervention, Middle School Students, Secondary School Mathematics, Review (Reexamination), Instructional Effectiveness

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

**Publication Type:**Journal Articles; Reports - Research

**Education Level:**Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education

**Audience:**N/A

**Language:**English

**Sponsor:**Institute of Education Sciences (ED)

**Authoring Institution:**N/A

**Identifiers - Location:**Florida

**Identifiers - Assessments and Surveys:**Florida Comprehensive Assessment Test

**IES Funded:**Yes

**Grant or Contract Numbers:**R305A110517