Students' Perceptions of Interleaved Mathematics Practice: Potential Barriers to Implementation

• In Event: Research in Mathematics Education Poster Session

Abstract

Research has shown that mathematics performance improves more when practice is mostly interleaved (mixture of problems) rather than mostly blocked (problems focusing on one skill). We surveyed 234 middle school mathematics students about their perceptions of blocked and interleaved math practice. Only 19% of the students preferred interleaved practice over blocked practice, and most students felt that interleaved practice took more time and was harder. Blocked practice was viewed as more helpful for scoring higher on a high-stakes standardized exam by 52% of the students compared to 30% of the students who felt that interleaved practice would be more helpful. Additional research is needed to determine how more positive perceptions of interleaved practice might be promoted.

Authors

• Robert F. Dedrick, University of South Florida

• Marissa Hartwig, University of South Florida

• Doug Rohrer, University of South Florida