The shuffling of mathematics problems improves learning¶
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Interleaving
- Interleaving is the structural pattern of alternating among multiple distinct item-types, tasks, or data streams within a single sequence rather than completing one type fully before starting the next, the latter arrangement being called blocking.
This sourceDefines interleaved (mixed) vs. blocked practice as a pure reordering of identical work, distinct from mere shuffling, and shows interleaving improves long-term retention by forcing the learner to re-select the appropriate procedure for each problem.
Supported in partVerified against the publisher's abstract
The abstract's Experiment 2 contrasts practice blocked by problem type with randomly mixed practice and reports better retention after mixing - the blocked/interleaved contrast for mathematics problems, not the general definition.
“practice problems were either blocked by type (as in the standard format) or randomly mixed (as in the shuffled format). When tested 1 week later, performance was vastly superior after mixed practice.”
- Interleaving is the structural pattern of alternating among multiple distinct item-types, tasks, or data streams within a single sequence rather than completing one type fully before starting the next, the latter arrangement being called blocking.
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