Interleaved practice improves mathematics learning
We checked this card's citation and the finding we state against the source's own page or record in October 2026.
What it found
Seventh graders who practiced with problems of different kinds mixed together (interleaved) scored higher on unannounced tests one day and thirty days later than when the same problems came in blocks of one kind, and the advantage was larger after a month.
Effect size, as the source reports it: Cohen's d = 0.42 on a test one day later; d = 0.79 thirty days later.
What kind of study it is
- Design
- Small classroom experiment
- Weight
- A lab or small classroom experiment: rigorous, but too small or too short to count as a school trial.
- Sample
- 126 seventh graders, the same practice problems over three months
- Who
- School-age children (K–12)
Read it
doi.org/10.1037/edu0000001 · ERIC record EJ1071568
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Cited in the Library
Cite this study
Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900–908. https://doi.org/10.1037/edu0000001
Checked against the source in October 2026. All studies · How we rate the evidence · Something wrong? Tell us.