Content Analysis of Practice Problems in Seventh-Grade Mathematics Textbooks: Interleaved Versus Blocked Practice

• In Event: Poster Session 5
  In Poster Session: Research and Mathematics Education SIG Posters

Abstract

Quantitative content analysis was used to examine the extent to which the mathematics problems in six middle school mathematics textbooks were blocked (i.e., majority of practice problems within a set of items focus on a single strategy that was the subject of the immediately previous lesson) or interleaved (i.e., set of problems is a mixture that requires different strategies). Despite the theoretical and empirical support for the positive effects of interleaving of practice problems on learning, the problems in the textbooks that were examined were generally blocked (69% to 93%, M = 89%). These results are an important starting point for discussion with those in school districts who select textbooks, curriculum leaders, department heads, and teachers implementing the curriculum.

Authors

• Robert F. Dedrick, University of South Florida

• Doug Rohrer, University of South Florida

• Sandra Stershic, University of South Florida

• Kelli Taylor Zarate, University of South Florida