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Distributing mathematical practice of third and seventh graders: A pplicability of the spacing effect in the classroom
Author(s) -
Barzagar Nazari Katharina,
Ebersbach Mirjam
Publication year - 2018
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3485
Subject(s) - set (abstract data type) , mathematical practice , psychology , mathematics education , test (biology) , practice effect , curriculum , pedagogy , cognitive psychology , computer science , paleontology , biology , programming language
Summary We examined the effect of distributed practice on the mathematical performance of third and seventh graders ( N  = 213) in school. Students first received an introduction to a mathematical topic, derived from their curriculum. Thereafter, they practiced in one of two conditions. In the massed condition, they worked on three practice sets in 1 day. In the distributed condition, they worked on one practice set per day for 3 consecutive days. Bayesian analyses of the performance in two follow‐up tests 1 and 6 weeks after the last practice set revealed a positive effect of distributed practice as compared with massed practice in Grade 7. In Grade 3, a positive effect of distributed practice was supported by the data only in the test 1 week after the last practice set. The results suggest that distributed practice is a powerful learning tool for both elementary and secondary school students in the classroom.

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