Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals. Issue 5 (11th October 2022)

• Record Type: Journal Article
• Authors: Powell, Steven L.; Duhon, Gary; Poncy, Brian C.; Mwavita, Mwarumba; Englen, Alexander J. N.
• Is Part Of: School psychology review. Volume 51:Issue 5(2022)
• Page Start: 517
• Page End: 525
• Publication Date: 2022-10-11
• Subjects: explicit timing -- math facts fluency -- distributed practice -- hierarchical linear modeling; Daniel Lee Gadke; School psychology -- Periodicals; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; Educational psychology; School psychology; Schoolpsychologie; Electronic journals; Periodicals; 370.15
• DOI: 10.1080/2372966X.2020.1802207
• Languages: English
• ISSNs: 2372-966X

Abstract

Abstract: We examined the math facts fluency growth of students receiving explicit timing practice in either a massed, short-distributed, or long-distributed fashion. In a repeated measures group design, 43 Midwestern third-grade students completed four 1-min math probes each day for 20 days. Hierarchical linear modeling revealed that students who received practice separated by a 3-hr interval grew significantly more than students who practiced with a 10-min distribution or a massed presentation. Impact Statement Our study found further support that separating math fact fluency practice by an interval of at least 3 hr leads to greater learning than practicing for the same amount of overall time but without separating the practice.