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Retrieval practice may not benefit mathematical word-problem solving.

Xiaoxue Huang1, Sining Zheng2, Zhiyun Yu3

  • 1Fujian Key Laboratory of Applied Cognition and Personality, School of Educational Science, Minnan Normal University, Zhangzhou, China.

Frontiers in Psychology
|March 9, 2023
PubMed
Summary
This summary is machine-generated.

Retrieval practice, where learners recall information, may not improve math problem-solving skills from worked examples. Despite some benefits on delayed tests, it showed no advantage for enhanced problem-solving acquisition.

Keywords:
example-problem pairsfeedbackmathematicalretrieval practice effectword-problem solving

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Retrieval practice enhances declarative memory but its effect on skill acquisition, particularly problem-solving, is debated.
  • Worked examples are common learning tools, but their effectiveness with retrieval practice needs further investigation.
  • The role of retrieval difficulty and feedback in retrieval practice for problem-solving is not well understood.

Purpose of the Study:

  • To investigate the impact of retrieval practice on learning problem-solving skills using math word problems.
  • To examine how retrieval difficulty, material difficulty, and feedback influence the retrieval practice effect in skill acquisition.
  • To determine if retrieval practice benefits the learning of problem-solving skills from worked examples.

Main Methods:

  • Three experiments were conducted using worked examples from math word problems.
  • Experiment 1 varied initial testing difficulties; Experiment 2 manipulated material difficulty.
  • Experiment 3 introduced feedback variables and examined their effect on retrieval practice and skill learning.

Main Results:

  • Retrieval practice (STST) did not improve delayed test performance compared to restudying examples (SSSS).
  • While retrieval practice sometimes outperformed restudying on delayed tests, no consistent benefits were observed.
  • No evidence supported retrieval practice enhancing problem-solving skills acquisition from worked examples, even with feedback.

Conclusions:

  • Retrieval practice may not be an effective strategy for acquiring problem-solving skills from worked examples.
  • The effectiveness of retrieval practice appears limited for complex skill learning compared to declarative knowledge.
  • Further research is needed to understand the conditions under which retrieval practice might support problem-solving skill development.