Spaced Recall Reduces Forgetting of Fundamental Mathematical Concepts in a Post High School Precalculus Course
Saved in:
| Title: | Spaced Recall Reduces Forgetting of Fundamental Mathematical Concepts in a Post High School Precalculus Course |
|---|---|
| Language: | English |
| Authors: | Diane S. Lindquist (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2024 52(5):859-878. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education |
| Descriptors: | Recall (Psychology), Mathematical Concepts, Calculus, Retention (Psychology), Cognitive Processes, Mathematics Instruction, Teaching Methods, Tests, Military Schools, Postsecondary Education |
| DOI: | 10.1007/s11251-024-09680-w |
| ISSN: | 0020-4277 1573-1952 |
| Abstract: | The retention of fundamental mathematical skills is imperative to provide a foundation on which new skills are developed. Educators often lament about student retention. Cognitive scientists and educators have explored teaching methods that produce learning which endures over time. We wanted to know if using spaced recall quizzes would prevent our students from forgetting fundamental mathematical concepts at a post high school preparatory school where students attend for 1 year preparing to enter the United States Military Academy (USMA). This approach was implemented in a Precalculus course to determine if it would improve students' long-term retention. Our goal was to identify an effective classroom strategy that led to student recall of fundamental mathematical concepts through the end of the academic year. The concepts that were considered for long-term retention were 12 concepts identified by USMA's mathematics department as being fundamental for entering students. These concepts are taught during quarter one of the Precalculus with Introduction to Calculus course at the United States Military Academy Preparatory School. It is expected that students will remember the concepts when they take the post-test 6 months later. Our research shows that spaced recall in the form of quizzing had a statistically significant impact on reducing the forgetting of the fundamental concepts while not adversely effecting performance on current instructional concepts. Additionally, these results persisted across multiple sections of the course taught at different times of the day by six instructors with varying teaching styles and years of teaching experience. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440773 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The retention of fundamental mathematical skills is imperative to provide a foundation on which new skills are developed. Educators often lament about student retention. Cognitive scientists and educators have explored teaching methods that produce learning which endures over time. We wanted to know if using spaced recall quizzes would prevent our students from forgetting fundamental mathematical concepts at a post high school preparatory school where students attend for 1 year preparing to enter the United States Military Academy (USMA). This approach was implemented in a Precalculus course to determine if it would improve students' long-term retention. Our goal was to identify an effective classroom strategy that led to student recall of fundamental mathematical concepts through the end of the academic year. The concepts that were considered for long-term retention were 12 concepts identified by USMA's mathematics department as being fundamental for entering students. These concepts are taught during quarter one of the Precalculus with Introduction to Calculus course at the United States Military Academy Preparatory School. It is expected that students will remember the concepts when they take the post-test 6 months later. Our research shows that spaced recall in the form of quizzing had a statistically significant impact on reducing the forgetting of the fundamental concepts while not adversely effecting performance on current instructional concepts. Additionally, these results persisted across multiple sections of the course taught at different times of the day by six instructors with varying teaching styles and years of teaching experience. |
|---|---|
| ISSN: | 0020-4277 1573-1952 |
| DOI: | 10.1007/s11251-024-09680-w |
