The benefit of interleaved mathematics…

Doug Rohrer, Robert F. Dedrick, and Kaleena Burgess published an excellent study they performed in 2014 titled, “The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems”- Psychonomic Bulletin & Review, 21, 1323-1330.

This study expands on previous studies done by others that proves interleaving works when teaching mathematics, even when the problems aren’t superficially related. I wrote a report on this study, read the post here.

For the full text of the article, click here.

Similar Posts

  • Learning Theory Essay: Cognitivism

    Introduction In this essay, I endeavor to identify what I consider to be the most relevant learning theory as it pertains to Electrical Trade Education. Merriam & Bierema (2014) state, “Behaviorism is particularly evident in adult career and technical education… Much of adult vocational education is focused on identifying skills needed for specific occupations, [and]…

  • Reflective Writing #2

    PID 3100 – Assignment 4: Reflection 2 has us reflecting on quotes out of Merriam & Bierema’s Adult Learning – Linking Theory and Practice textbook. I chose my second reflective writing assignment to be on Merriam & Bierema’s quote : “learning from one’s experience involves not just reflection, but critical reflection” (p. 117) Below is the full text…

  • Reflective Writing #3

    PIDP 3100 – Assignment 4: Reflection 3 Objective My third reflective writing assignment will be on Jill Bolte Taylor’s quote, “we may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think” (Taylor, 2009, p. 17). Here, Taylor is concluding that thinking, a function of the neocortex, is the last…

  • Report: Interleaving Effect

    Introduction This report on cognitive science to enhance instruction will focus on Rohrer, Dedrick, & Burgess‘s 2014 study, “The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems”. Traditionally, when teaching a subject, the subject is broken into small blocks. We instruct students to master solving problems in each smaller…

Leave a Reply