Literaturnachweis - Detailanzeige
| Autor/inn/en | Agarwal, Pooja K.; Agostinelli, Anne |
|---|---|
| Titel | Interleaving in Math: A Research-Based Strategy to Boost Learning |
| Quelle | In: American Educator, 44 (2020) 1, S.24-28 (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0148-432X |
| Schlagwörter | Mathematics Instruction; Teaching Methods; Concept Teaching; Mathematical Concepts; Evidence Based Practice; Instructional Effectiveness; Elementary School Mathematics; Learning Strategies; Problem Solving; Word Problems (Mathematics); Discrimination Learning |
| Abstract | One of the most fundamental strategies in mathematics instruction is practice problems because teachers know that practicing a skill improves performance. At the same time, teachers also know that just because students can correctly answer practice problems does not mean they fully understand the concept or how to apply a formula--especially not in the long term. Because students understand a key concept in seventh grade does not guarantee they will understand or remember the same concept in eighth grade. So the question is this: How can math teachers ensure that students are learning math and improving their skills, both in the short term and the long term? As described in the book "Powerful Teaching: Unleash the Science of Learning," research by cognitive scientists demonstrates that interleaving, or the simple strategy of mixing up concepts to be learned, can increase (and even double) math learning. The authors describe how to implement this strategy quickly and effectively in the classroom. (ERIC). |
| Anmerkungen | American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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