Scaling Interleaved Mathematics Practice

Interleaved practice involves mixing different problem types during study rather than blocking them by category. It has been identified as a robust learning strategy that enhances both discrimination learning and long-term retention. Despite compelling laboratory evidence and successful classroom efficacy trials demonstrating large learning gains, interleaved practice is relatively uncommon in mainstream mathematics curricula. This disconnect between research and practice exemplifies a persistent challenge: learning principles validated in controlled settings often fail to make their way into classrooms. The present contribution reports on preliminary results of a cluster randomized study testing the efficacy of interleaved mathematics in a large, U.S. based sample. It also briefly discusses the inherent complexity in translating learning principles to authentic contexts.