Datum
2018-10-23Metadata
Zur Langanzeige
Aufsatz
Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom
Zusammenfassung
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.
Zitierform
In: Applied cognitive psychology Volume 33 / Issue 2 (2018-10-23) , S. 288-298 ; EISSN 1099-0720Zitieren
@article{doi:10.17170/kobra-202011052085,
author={Nazari, Katharina Barzagar B. and Ebersbach, Mirjam},
title={Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom},
journal={Applied cognitive psychology},
year={2018}
}
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2020-11-13T16:11:54Z 2020-11-13T16:11:54Z 2018-10-23 doi:10.17170/kobra-202011052085 http://hdl.handle.net/123456789/11972 eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ desirable difficulties distributed practice mathematics school (elementary school; secondary school) spacing effect 150 Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom Aufsatz 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. open access Nazari, Katharina Barzagar B. Ebersbach, Mirjam doi:10.1002/acp.3485 Mathematikunterricht Schulleistung Schuljahr 3 Schuljahr 7 Bayes-Verfahren publishedVersion EISSN 1099-0720 Issue 2 Applied cognitive psychology 288-298 Volume 33 false
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