# 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} }

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…

## 24 Citations

A Computational Model of Fraction Arithmetic (in press, Psychological Review)

- 2017

Many children fail to master fraction arithmetic even after years of instruction, a failure that hinders their learning of more advanced mathematics as well as their occupational success. To test…

A Computational Model of Fraction Arithmetic

- Computer Science, MedicinePsychological review
- 2017

A computational model of fraction arithmetic learning was created and presented with problems from a widely used textbook series, generating nonintuitive predictions regarding the relative difficulties of several types of problems and the potential effectiveness of a novel instructional approach.

Preventing interference: Reordering complexity in the learning of new concepts.

- PsychologyJournal of Educational Psychology
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Introducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We…

Rethinking the Mathematics Worksheet in Higher Education: Embracing the Application of Spaced and Interleaved Practice

- 2018

Existing research in cognitive and educational psychology warns against overlearning and promotes spaced and interleaved practice. However, the practice of blocked overlearning is still the standard…

Supporting Conceptual Change with a Game-Like Fraction Tutor

- Computer Science2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA)
- 2018

A Game-like Fraction Tutor that assists students in acquiring visual fluency with the number line as the main external representation for fractions and the tutor's teaching sequence follows the order of acquisition of the fraction concept.

Similarity matters: A meta-analysis of interleaved learning and its moderators.

- Computer Science, MedicinePsychological bulletin
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It is concluded that interleaving can effectively foster inductive learning but that the setting and the type of learning material must be considered, especially for expository texts and words.

The most efficient sequence of study depends on the type of test

- Psychology, Computer ScienceCogSci
- 2017

It is found that interleaved study, in which examples from different concepts are mixed, leads to the creation of relatively interrelated concepts that are represented by contrast to each other and based on discriminating properties.

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- Computer Science, MedicineCognitive research: principles and implications
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This tutorial review focuses on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding.

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- Computer ScienceEDM
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Using the Apprentice Learner architecture, a computational theory of learning capable of simulating human behavior in interactive learning environments, two models are generated that embody alternative theories of human learning: that humans perfectly recall previous training during learning and that humans only recall a limited window of experience.

The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions

- Medicine, PsychologyJournal of educational psychology
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It is suggested that most of the fadeout was attributable to control-group students catching up to the treatment- group students in the year following the intervention, and finding ways to facilitate more transfer of learning in subsequent schooling could improve the persistence of early intervention effects.

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