A Meta-analytic Review of the Effectiveness of Spacing and Retrieval Practice for Mathematics Learning
Upper secondary Adults / lifelong learning Foundations of optimal learning
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C11 | Preregistered meta: course-embedded maths spacing beat massed, g = 0.24 (17 studies, exams 2 days–5 weeks later). C11 kill-condition test survived 2026-10-17. |
Limits (1)
| Claim | Basis |
|---|---|
| C0 | Maths retrieval vs restudy: g = 0.18 over 7 studies, CI crossing zero (abstract). Lead for C0, not routed. |
Review state: first-pass draft, pending human review.
Source note
Syntes: A Meta-analytic Review of the Effectiveness of Spacing and Retrieval Practice for Mathematics Learning (2025)
Källa: https://doi.org/10.1007/s10648-025-10035-1 (Educational Psychology Review 37(3), 75)
Verified content
- [abstract] Spaced vs massed practice in mathematics: g = 0.28 overall (27 studies, 53 effect sizes); isolated learning g = 0.43 (10 studies), course-embedded g = 0.24 (17 studies, 26 effect sizes).
- [abstract] Testing vs restudy in mathematics: g = 0.18 (7 studies, 32 effect sizes), 95% CI crossing zero.
- [full text] Course-embedded: 95% CI 0.155–0.324; trim-and-fill corrected 0.27; time from last practice to exam two days to five weeks (five weeks most common).
- [full text] Course-embedded studies all from the USA, 65% of effects from universities, 54% from peer-reviewed articles (the rest theses or a conference paper); spacing in these designs also interleaves topics.
Limits
- [full text] Studies that only compared blocked with interleaved practice were excluded.
- [assessment] Exam delays at most five weeks; says nothing about year-end retention.
Added 2026-10-17 by the project (nightly attack run). [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- LEARN-024
- Tier
- meta
- Titel
- A Meta-analytic Review of the Effectiveness of Spacing and Retrieval Practice for Mathematics Learning
- År
- 2025
- Källa/DOI
- https://doi.org/10.1007/s10648-025-10035-1
- Tidskrift
- Educational Psychology Review 37(3), 75
- Typ
- peer-reviewed article (preregistered meta-analysis)
- Åldersgrupp
- gymnasium;vuxen-livslangt
- Teman
- optimalt-larande-grunder
- Hämtad
- 2026-10-17
- Verifierad
- Crossref metadata (title, authors, journal, volume, pages) checked 2026-10-17
The original files (PDF or abstract) are kept in the project archive and are not published here.