ERIC Number: EJ1332747
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
EISSN: N/A
Effects of Spaced, Repeated Retrieval Practice and Test-Potentiated Learning on Mathematical Knowledge and Reasoning
May, Bruce Mathew
International Journal of Mathematical Education in Science and Technology, v53 n1 p92-107 2022
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.
Descriptors: Mathematics Instruction, Mathematics Tests, Mathematical Concepts, Preservice Teachers, Mathematics Teachers, Taxonomy, Knowledge Level, Teacher Education Programs, Thinking Skills, Geometry, Pedagogical Content Knowledge, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A