Mix It to Master It!

Many teachers have noticed that students can solve problems perfectly during practice but struggle to apply the same methods later on, especially when problems are presented in a new order or context. Why does this happen? In The Shuffling of Mathematics Problems Improves Learning (Rohrer & Taylor, 2007), the researchers explore this question by comparing two common approaches to practice: blocked practice, where students work on one type of problem at a time, and interleaved practice, where different problem types are mixed together.

In their experiment, college students learned to solve several kinds of geometry problems. Some practiced in blocks, while others received a shuffled mix of problem types. Although students in the blocked condition performed better during practice sessions and felt more confident, those who practiced with interleaving performed significantly better on later tests. They were more successful at identifying which strategy to use and showed stronger long-term learning.

Rohrer and Taylor conclude that interleaving enhances students’ ability to distinguish between concepts and apply knowledge flexibly, while blocked practice often gives a false sense of mastery. The study suggests that mixing problem types—even if it feels harder at first—helps students develop deeper understanding and lasting learning.

Instead of having students work through many similar tasks in a row (“blocked practice”), they learn more effectively when different types of tasks are mixed — for example, various grammatical forms or different concepts in geography. (Rohrer & Taylor, 2007)

In the classroom: Create practice sets where concepts A, B, and C are interleaved rather than grouped together as AAAABBBBCCCC. Discuss the difference with students: “How is task 5 different from task 1?” — this encourages conscious, reflective learning.

/Mohamed Zohir