Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom
| dc.date.accessioned | 2020-11-13T16:11:54Z | |
| dc.date.available | 2020-11-13T16:11:54Z | |
| dc.date.issued | 2018-10-23 | |
| dc.identifier | doi:10.17170/kobra-202011052085 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/11972 | |
| dc.language.iso | eng | eng |
| dc.rights | Namensnennung 4.0 International | * |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
| dc.subject | desirable difficulties | eng |
| dc.subject | distributed practice | eng |
| dc.subject | mathematics | eng |
| dc.subject | school (elementary school; secondary school) | eng |
| dc.subject | spacing effect | eng |
| dc.subject.ddc | 150 | |
| dc.title | Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom | eng |
| dc.type | Aufsatz | |
| dcterms.abstract | 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. | eng |
| dcterms.accessRights | open access | |
| dcterms.creator | Nazari, Katharina Barzagar B. | |
| dcterms.creator | Ebersbach, Mirjam | |
| dc.relation.doi | doi:10.1002/acp.3485 | |
| dc.subject.swd | Mathematikunterricht | ger |
| dc.subject.swd | Schulleistung | ger |
| dc.subject.swd | Schuljahr 3 | ger |
| dc.subject.swd | Schuljahr 7 | ger |
| dc.subject.swd | Bayes-Verfahren | ger |
| dc.type.version | publishedVersion | |
| dcterms.source.identifier | EISSN 1099-0720 | |
| dcterms.source.issue | Issue 2 | |
| dcterms.source.journal | Applied cognitive psychology | eng |
| dcterms.source.pageinfo | 288-298 | |
| dcterms.source.volume | Volume 33 | |
| kup.iskup | false |
Files in this item
This item appears in the following Collection(s)
-
Publikationen [27]
Except where otherwise noted, this item's license is described as Namensnennung 4.0 International