Preservice and Middle School Mathematics Teachers' Perceptions of Interleaved Mathematics Practice

• In Event: AERA Poster Session 6
  In Poster Session: Mathematics Education Research Poster Session 2

Abstract

We surveyed middle school math teachers (n=49) and preservice teachers (n=11) about their perceptions of blocked and interleaved math practice. Both groups of teachers perceived the value of interleaved practice before a unit or end-of-semester comprehensive exam, but reported that they were less likely to use interleaved practice after presenting a new lesson. Teachers perceived that interleaved problems took students more time, were harder for students, and were preferred less compared to interleaved practice. Teachers believed that interleaved practice would produce more student learning for high-achieving students and blocked practice would produce more student learning for low-achieving students. These differing beliefs suggest a need for further investigation of factors shaping these beliefs, and how these beliefs influence teachers’ instructional strategies.

Authors

• Robert F. Dedrick, University of South Florida

• Doug Rohrer, University of South Florida

• Marissa Hartwig, University of South Florida

• Chi Ngai Cheung, University of South Florida