Corrigendum: Interleaved Learning in Elementary School Mathematics: Effects on the Flexible and Adaptive Use of Subtraction Strategies (Frontiers in Psychology, (2019), 10, (86), 10.3389/fpsyg.2019.00086)

Abstract

In the original article, there was an error. We cited the results of Brunmair and Richter’s meta-analysis presented on conferences, which did not show an effect of interleaving mathematical tasks over all included studies. Recently, the meta-analysis was accepted for publication in Psychological Bulletin. In this version of the article,more studies were included in themeta-analysis and a small, significant effect of interleaving mathematical tasks was found. Thus, we want to correct our report on this meta-analysis. A correction has been made to Introduction, Interleaved practice and the role of comparisons, Paragraph 2: Empirical findings regarding the effectivity of interleaved practice in mathematics are inconsistent, and this is emphasized by Brunmair and Richter’s (2019) meta-analysis. This metaanalysis showed a small positive effect of interleaving mathematical tasks on students’ procedural knowledge. However, the results of the studies included in this meta-analysis vary strongly. While some found a positive effect of interleaved practice (Rohrer and Taylor, 2007; Taylor and Rohrer, 2010; Sana et al., 2017), others showed no effect or even a negative impact (Rau et al., 2010; Higgins and Ross, 2011). Hence, it can be assumed that the effectivity of interleaved practice in mathematics depends on the concrete design (e.g., implementation, characteristics of learning materials, similarity of categories).