Psychonomic Bulletin & Review

, Volume 21, Issue 5, pp 1323–1330

The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems

Brief Report

DOI: 10.3758/s13423-014-0588-3

Cite this article as:
Rohrer, D., Dedrick, R.F. & Burgess, K. Psychon Bull Rev (2014) 21: 1323. doi:10.3758/s13423-014-0588-3


Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use that formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach, different kinds of problems appear in an interleaved order, which requires students to choose the strategy on the basis of the problem itself. In the classroom-based experiment reported here, grade 7 students (n = 140) received blocked or interleaved practice over a nine-week period, followed two weeks later by an unannounced test. The mean test scores were greater for material learned by interleaved practice rather than by blocked practice (72 % vs. 38 %, d = 1.05). This interleaving effect was observed even though the different kinds of problems were superficially dissimilar from each other, whereas previous interleaved mathematics studies had required students to learn nearly identical kinds of problems. We conclude that interleaving improves mathematics learning not only by improving discrimination between different kinds of problems, but also by strengthening the association between each kind of problem and its corresponding strategy.


Learning Mathematics Interleaved Spacing Practice 

Copyright information

© Psychonomic Society, Inc. 2014

Authors and Affiliations

  • Doug Rohrer
    • 1
    • 2
  • Robert F. Dedrick
    • 1
  • Kaleena Burgess
    • 1
  1. 1.University of South FloridaTampaUSA
  2. 2.Psychology PCD4118GUniversity of South FloridaTampaUSA

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