Paul Francis Rowlandson's Outputs (2)

Interleaving in mathematical category learning (2025)
Journal Article
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

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 pape... Read More about Interleaving in mathematical category learning.

Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving (2024)
Journal Article
Rowlandson, P., & Simpson, A. (2024). Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving. British Educational Research Journal, 50(5), 2461-2479. https://doi.org/10.1002/berj.4037

The turn to ‘evidence‐based education’ in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes field and laborat... Read More about Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving.