Marissa K Hartwig1, Doug Rohrer2

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

まとめ

生徒はしばしば 数学における間隔の練習と交互の練習の有効性を過小評価します これらの学習戦略に対する否定的な認識は,実証された利点にもかかわらず,その採用を阻害する可能性があります.

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