Evaluating Review Assignments in Math

Students often practice math in ways that allow them to apply the same strategy repeatedly, leading to an illusion of mastery. Interleaved practice mixes different types of problems in student-facing work, requiring students to independently identify and apply appropriate strategies, which can help build true mathematical understanding and adaptability. 

Purpose

WestEd aims to replicate and assess the efficacy of the interleaved practice math intervention, supported by the University of South Florida, Worcester Polytechnic Institute, and the ASSISTments Foundation.  

The study evaluates whether mixing different practice problems and distributing similar ones across assignments enhances student learning and retention. It evaluates scalability, fidelity, and long-term impact of the intervention across varied student populations.  

The study builds on previous research by including students with lower proficiency in the research study, sampling a broader representation of U.S. schools, using multiple externally developed tests, and assessing impacts over a full school year.

Audiences Served

Study findings will help math educators, school administrators, policymakers, curriculum designers, and math researchers understand and implement interleaved math practice.

The findings could also expand beyond middle-school education to guide practitioners in fields like health and social sciences in making instructional design and policy decisions.

Project Activities

WestEd and its partners will conduct a blocked, randomized controlled trial to assess the impact of interleaved practice on math achievement.

This involves classroom-level random assignment, a yearlong implementation with three teacher cohorts, and data collection on immediate and delayed outcomes. The study will ensure fidelity monitoring and undertake cost analysis.

The study leverages the online ASSISTments platform for implementation and data collection, aiming for scalable application in enhancing students’ math achievement across various settings.

Project Director

Bryan Matlen

Bryan Matlen is a Senior Researcher with the Learning and Technology group. In this role, he explores how strategies based on cognitive science can be applied to support learning and inform instructional decision-making. 

Funder

This project is funded in full by the Institute of Education Sciences (IES) at the U.S. Department of Education through award number R305R220012.

Project Duration

5 years (8/1/2022–7/31/2027)