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Students' Perceptions of Effective Math Learning Strategies.

Marissa K Hartwig¹, Doug Rohrer²

¹Department of Psychology, University of Maryland, College Park, MD 20742, USA.

Behavioral Sciences (Basel, Switzerland)

|August 28, 2025

Summary

This summary is machine-generated.

Students often underestimate the effectiveness of spaced practice and interleaved practice in math. Negative perceptions of these learning strategies may hinder their adoption, despite proven benefits.

Keywords:

interleaved practice math learning metacognition spaced practice student perceptions

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Area of Science:

Cognitive Psychology
Educational Psychology
Mathematics Education

Background:

Spaced practice and interleaved practice are proven effective math learning strategies.
Students may avoid these strategies due to perceived ineffectiveness or difficulty.

Purpose of the Study:

To investigate 7th-grade students' perceptions of spaced and interleaved practice.
To identify specific student beliefs that may discourage the use of effective learning strategies.

Main Methods:

Study 1: Surveyed 174 7th-grade students on spaced and interleaved practice efficacy and likability.
Study 2: Surveyed 233 7th-grade students to further explore perceptions of interleaved practice.

Main Results:

Students perceived spaced practice as likable but often failed to recognize its efficacy.
Most students judged interleaved practice as unlikable and inefficacious.
Interleaved practice was perceived as less effective, less preferable, more time-consuming, and more difficult than blocked practice.

Conclusions:

Student perceptions can act as a barrier to adopting effective learning strategies like spaced and interleaved practice.
Addressing negative student perceptions is crucial for promoting the use of evidence-based learning techniques in mathematics.