Mathematics education

Cognitive psychology

Biology

Practice effect

Pedagogy

Developmental psychology

Set (abstract data type)

Computer science

Curriculum

Paleontology

Test (biology)

Psychology

Programming language

Mathematical practice

Applied Cognitive Psychology

Summary 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.

Distributing mathematical practice of third and seventh graders: <scp>A</scp>pplicability of the spacing effect in the classroom

Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom