Delayed benefits of learning elementary algebraic transformations through contrasted comparisons

By Esther Ziegler, Elsbeth Stern. 2014

65 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/af492db5b8513da984dd1dba8f7e55d5024c3fa3

Citations in the corpus

• A randomized controlled trial of interleaved mathematics practice. (2019, unknown): “In two studies reported by Ziegler and Stern (2014), sixth-grade students saw two kinds of problems (addition and multiplication) that appeared either sequentially or juxtaposed (i.e., side by side), and juxtaposition led to better scores on tests given after delays of 1 day, 1 week, and 3 months.”