Scaling cognitive principles to large-scale educational contexts: Feasibility and Lessons Learned

• In Event: Examining Mathematics Teaching Practices

Abstract

Interleaved practice involves mixing problems of different types within assignments and spacing problems of the same type across assignments. Interleaving has garnered strong evidence of impact on student learning relative to blocked practice in empirical studies, but blocked practice remains prevalent in math classrooms. In our current study we report on an in progress randomized controlled trial, exploring the feasibility of high- and low-dose interleaving approaches (which we will use the term blocked) implemented by ten sixth-grade teachers across 6 schools in the U.S. Combining thematic analysis of teacher interviews, weekly implementation logs, and surveys, our findings indicate that interleaving was generally feasible, well-integrated into existing classroom routines, and positively received by teachers and students.

Authors

• Drew Barrett, WestEd

• Bryan Matlen, WestEd