The Shuffling of Mathematics Problems Improves Learning
Rohrer, D., & Taylor, K. · 2007
grade Crctindependentreplicated
Sample
Small lab-style RCT, college students (~n=24)
Population
College students; artificial math (volumes of unfamiliar solids); lab-like tutorial.
Design
Origin study for math interleaving. Blocked vs mixed practice; unannounced test 1 week later. Proximal aligned content.
Key findings
Origin study: large interleaving benefit (d=1.34) on a 1-week test, with the signature crossover (blocked looks better during practice, mixed wins at test). Small lab sample, artificial content, proximal test.
Genetic confound
Domain-skill outcome.
Replication notes
Very large lab effect (1.34); far above later classroom estimates (0.79-0.83) — illustrates lab-to-classroom shrinkage.
DOI / URL
10.1007/s11251-007-9015-8
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Interleaved vs blocked, 1-week test | d | 1.34 (~63% vs ~20% accuracy per secondary reports) | researcher-designed | delayed 1wk; lab-like | active-alternative | end-of-treatment | domain-skill |
| Practice-phase crossover | direction | blocked higher during practice, mixed higher at delayed test (metacognitive illusion) | researcher-designed | immediate vs delayed | active-alternative | unclear | domain-skill |
Cited by
- Interleaving (mixing problem types vs blocking)moderate supportconf: mediumgc: low