The shuffling of mathematics problems improves learning

By D. Rohrer, Kelli M. Taylor. 2007

320 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5c602264e74388e582556f4f514a8fc30bb0412b

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “Interleaving has strong benefits even when the problem types were quite different (Rohrer et al., 2014), compared with the earlier studies on mathematics problem solving (e.g., Rohrer & Taylor, 2007).”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “…in free-recall tasks (e.g., multiplication facts; Don- ovan & Radosevich, 1999; Rea & Modigliani, 1985), there also is evidence demonstrating the benefits of distributed practice for learning more complex mathematical concepts, such as determining simple permutations (Rohrer & Taylor, 2006, 2007).”
Interleaving Helps Students Distinguish among Similar Concepts (2012, background): “In one of these studies, Rohrer and Taylor (2007) taught college students to find the volumes of four obscure solids (Fig.”
Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming (2009, background): “One reason for this failure is that spacing has seldom been investigated using procedures that are directly applicable in educational settings (although there are exceptions, e.g. Rohrer & Taylor, 2006, 2007; Smith & Rothkopf, 1984).”
The effects of spacing and mixing practice problems (2009, background): “In the first (Rohrer & Taylor, 2007), college students learned how to find the volume of four obscure solids.”
Delayed benefits of learning elementary algebraic transformations through contrasted comparisons (2014, background): “Although this approach may lead to more errors at the beginning and slow the learning process, it tends to enhance long-term retention and transfer of the material (Rohrer & Pashler, 2010; Rohrer & Taylor, 2007).”
Recent Research on Human Learning Challenges Conventional Instructional Strategies (2010, background): “In one study reported by Rohrer and Taylor (2007), college students learned to find the volume of four obscure solids by solving practice problems that were interleaved or blocked, and interleaving boosted subsequent test scores by a factor of three (d = 1.34).”
How Retrieval Attempts Affect Learning: A Review and Synthesis (2016, background): “…1981); interleaved versus blocked practice (ie, mixing various problem types in one practice session versus massing practice of one problem type; Rohrer & Taylor, 2007); spaced versus massed practiced (ie, distributing practice across a longer time period versus cramming practice into a shorter…”
A randomized controlled trial of interleaved mathematics practice. (2019, unknown): “…in the introduction, the interleaved group in the present study likely received at least some blocked practice from their teachers before they received the experiment worksheets, and this appears to be true for the other math interleaving studies with one exception (Rohrer & Taylor, 2007).”