Interleaving in mathematical category learning

Rowlandson, Paul; Simpson, Adrian

Abstract

On the basis of a substantial, robust and well-replicated cognitive science research literature, interleaving has been recommended across a wide range of professional pedagogical works as an evidence-based strategy for mathematics teachers. This paper first notes conflation of interleaving and spacing effects underpinning those recommendations and limitations of some laboratory-based research as grounding for practice, particularly given no direct interleaving research involves mathematical concepts with school students. It then reports on two large classroom experiments aimed at replicating the direct interleaving/blocking effect, alongside a more common teaching approach, for learning well-defined mathematical categories (angle relations). Repeated failure to detect an interleaving/blocking effect, despite large sample sizes, opens the question of whether this effect is relevant to learning defined mathematical concepts.

Citation

Rowlandson, P., & Simpson, A. (2025). Interleaving in mathematical category learning. Journal for Research in Mathematics Education, 56(3), 125-147. https://doi.org/10.5951/jresematheduc-2024-0055

• Journal Article Type: Article
• Acceptance Date: Aug 13, 2024
• Online Publication Date: May 1, 2025
• Publication Date: 2025-05
• Deposit Date: Oct 22, 2024
• Publicly Available Date: May 14, 2025
• Journal: Journal for Research in Mathematics Education
• Peer Reviewed: Peer Reviewed
• Volume: 56
• Issue: 3
• Pages: 125-147
• DOI: https://doi.org/10.5951/jresematheduc-2024-0055
• Keywords: interleaving, blocking, angle relations, categorisation
• Public URL: https://durham-repository.worktribe.com/output/2979661