caa a22 4500 463209877 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20071101xx s 000 0 eng 10.1007/s11251-007-9015-8 doi (NATIONALLICENCE)springer-10.1007/s11251-007-9015-8 The shuffling of mathematics problems improves learning [Elektronische Daten] [Doug Rohrer, Kelli Taylor] In most mathematics textbooks, each set of practice problems is comprised almost entirely of problems corresponding to the immediately previous lesson. By contrast, in a small number of textbooks, the practice problems are systematically shuffled so that each practice set includes a variety of problems drawn from many previous lessons. The standard and shuffled formats differ in two critical ways, and each was the focus of an experiment reported here. In Experiment 1, college students learned to solve one kind of problem, and subsequent practice problems were either massed in a single session (as in the standard format) or spaced across multiple sessions (as in the shuffled format). When tested 1week later, performance was much greater after spaced practice. In Experiment 2, students first learned to solve multiple types of problems, and practice problems were either blocked by type (as in the standard format) or randomly mixed (as in the shuffled format). When tested 1week later, performance was vastly superior after mixed practice. Thus, the results of both experiments favored the shuffled format over the standard format. Springer Science+Business Media, Inc., 2007 Mathematics nationallicence Practice nationallicence Distribute nationallicence Mass nationallicence Block nationallicence Mix nationallicence Interleave nationallicence Spacing nationallicence Rohrer Doug Department of Psychology, PCD 4118G, University of South Florida, 33620, Tampa, FL, USA aut Taylor Kelli Department of Psychology, PCD 4118G, University of South Florida, 33620, Tampa, FL, USA aut Instructional Science Springer Netherlands 35/6(2007-11-01), 481-498 0020-4277 35:6<481 2007 35 11251 https://doi.org/10.1007/s11251-007-9015-8 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-007-9015-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Rohrer Doug Department of Psychology, PCD 4118G, University of South Florida, 33620, Tampa, FL, USA aut NATIONALLICENCE 700 1- Taylor Kelli Department of Psychology, PCD 4118G, University of South Florida, 33620, Tampa, FL, USA aut NATIONALLICENCE 773 0- Instructional Science Springer Netherlands 35/6(2007-11-01), 481-498 0020-4277 35:6<481 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer