Corpus ID: 6859450

When to Block versus Interleave Practice? Evidence Against Teaching Fraction Addition before Fraction Multiplication

@article{Patel2016WhenTB,
  title={When to Block versus Interleave Practice? Evidence Against Teaching Fraction Addition before Fraction Multiplication},
  author={Rony Patel and Ran Liu and K. Koedinger},
  journal={Cognitive Science},
  year={2016}
}
  • Rony Patel, Ran Liu, K. Koedinger
  • Published 2016
  • Computer Science, Psychology
  • Cognitive Science
  • In practice, mathematics education is blocked (i.e., teaching one topic at a time; CCSS, 2010), but research generally promotes interleaving (i.e., teaching multiple topics together; Rohrer & Taylor, 2007). For example, fraction arithmetic is blocked with students being taught fraction addition before fraction multiplication. Since students often confuse fraction operations to produce arithmetic errors, interleaved fraction arithmetic instruction might be more productive than blocked… CONTINUE READING
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