The shuffling of mathematics problems improves learning

@article{Rohrer2007TheSO,
  title={The shuffling of mathematics problems improves learning},
  author={Doug Rohrer and Kelli M Taylor},
  journal={Instructional Science},
  year={2007},
  volume={35},
  pages={481-498}
}
In most mathematics textbooks, each set of practice problems is comprised almost entirely of problems corresponding to the immediately previous lesson. By contrast, in a small number of textbooks, the practice problems are systematically shuffled so that each practice set includes a variety of problems drawn from many previous lessons. The standard and shuffled formats differ in two critical ways, and each was the focus of an experiment reported here. In Experiment 1, college students learned… 

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