Abstract The practice assignments in a mathematics textbook or course can be arranged so that most of the problems relating to any particular concept are massed together in a single assignment, or these related problems can be distributed across many assignments–a format known as spaced practice. Here we report the results of two classroom experiments that assessed the effects of mathematics spacing on both test scores and students' predictions of their test scores. In each experiment, students in Year 7 (11–12 years of age) either massed their practice into a single session or divided their practice across three sessions spaced 1 week apart, followed 1 month later by a test. In both experiments, spaced practice produced higher test scores than did massed practice, and test score predictions were relatively accurate after spaced practice yet grossly overconfident after massed practice.
Dylan Wiliam on Twitter / X
The best journal article titles tell you what the study actually found, rather than being a teaser to make you read the paper. Here's a good example: "Spaced mathematics practice improves test scores and reduces overconfidence" https://t.co/iXxdkAgYPM ($)— Dylan Wiliam (@dylanwiliam) December 31, 2024
Math Academy
Q. Michael Pershan’s main critique of spaced repetition in the context of Math Academy?A. It reinforces his memory of a shallow understanding.
Using spaced repetition systems to see through a piece of mathematics
By Michael Nielsen, January 2019
Kids who use ChatGPT as a study assistant do worse on tests
Researchers compare math progress of almost 1,000 high school students
Sleep: Educational Impact and Habit Formation
In a field experiment among US university students, incentives for sleep increase both sleep and academic performance. Our primary intervention pairs bedtime reminders with morning feedback and immediate rewards for sleeping at least 7 hours on weeknights. The intervention raises the share of weeknights with 7+ hours of sleep by 26% and average sleep by 19 minutes during a 4-week treatment period, with posttreatment effects of 8 minutes. Immediate incentives outperform both delayed incentives and reminders/feedback alone during treatment but have no distinguishable impacts posttreatment. The primary intervention improves average semester course performance by 0.075–0.089 grade points, a 0.10–0.11 standard deviation increase. Our results demonstrate that incentives targeting sleep can be a cost-effective approach to improve educational outcomes.
Why Some Students Learn Faster
A hypothesis about teaching and learning
Why Some Students Learn Faster
A hypothesis about teaching and learning
SpaceDucking — Practice software testing
Duck-themed practice apps full of deliberate bugs, plus a members-only bug database.
Math Academy
The Math Academy curriculum and pedagogy leverage cutting-edge cognitive learning theory. Why? Because it’s been studied extensively, backed up and proven to work. We aren’t providing edu-tainment. This isn’t enrichment. We teach math as if we were training a professional athlete or musician, or anyone looking to acquire a skill to the highest degree possible. This is real work for a student who is serious about learning math. We expect every student using our system to actually master the material, and do it efficiently and effectively.
Unlocking Scientific Concepts: How Effective Are LLM-Generated Analogies for Student Understanding and Classroom Practice?
Teaching scientific concepts is essential but challenging, and analogies help students connect new concepts to familiar ideas. Advancements in large language models (LLMs) enable generating analogies, yet their effectiveness in education remains underexplored. In this paper, we first conducted a two-stage study involving high school students and teachers to assess the effectiveness of LLM-generated analogies in biology and physics through a controlled in-class test and a classroom field study. Test results suggested that LLM-generated analogies could enhance student understanding particularly in biology, but require teachers’ guidance to prevent over-reliance and overconfidence. Classroom experiments suggested that teachers could refine LLM-generated analogies to their satisfaction and inspire new analogies from generated ones, encouraged by positive classroom feedback and homework performance boosts. Based on findings, we developed and evaluated a practical system to help teachers generate and refine teaching analogies. We discussed future directions for developing and evaluating LLM-supported teaching and learning by analogy.
How Learning Happens | Seminal Works in Educational Psychology and Wha
How Learning Happens introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently, and
Mathematics in the Library of Babel — Daniel Litt
Mathematics isn't only about saying true things. It's about asking the right questions, being confused, stumbling about, getting distracted, being wrong, recognizing when you're wrong, being stuck. Mostly being stuck. It's about clinging to a giant edifice and feeling it out until you understand som
My Journey Back to Math: A Short Review of MathAcademy
Personal journey of rediscovering math through MathAcademy and learning in public
When students stop reading long books, what do they lose? According to one professor: the ability to follow complex arguments, think independently and wrestle with difficult ideas. theconversation.com/college-professors-face-an-em…
