Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom
Primary school (grades 1–6) Lower secondary (grades 7–9) Foundations of optimal learning
Links to claims
Limits (1)
| Claim | Basis |
|---|---|
| C11 | Spacing advantage at 6 weeks in Grade 7 but only at 1 week in Grade 3. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom (2019)
Källa: https://doi.org/10.1002/acp.3485 (Applied Cognitive Psychology)
Verified content
- [full text] 213 third and seventh graders; three practice sets in one day vs one per day over three days; tests 1 and 6 weeks later; distributed practice helped in Grade 7 at both tests, in Grade 3 only at 1 week.
Limits
- [assessment] Small classroom study; supports C11 but suggests the 6-week advantage may not hold for younger pupils.
Added 2026-10-16 by the project (week run 2026-10-16 (mining round 3)). [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- LEARN-023
- Tier
- RCT (randomised block, within class)
- Titel
- Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom
- År
- 2019
- Källa/DOI
- https://doi.org/10.1002/acp.3485 (Applied Cognitive Psychology)
- Åldersgrupp
- grundskola-lag;grundskola-hog
- Teman
- optimalt-larande-grunder
- Författare
- Barzagar Nazari, K.; Ebersbach, M.
- Hämtad
- 2026-10-16
The original files (PDF or abstract) are kept in the project archive and are not published here.