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Abstract
This paper presents ideas for constructing mathematics homework assignments based on lessons from the cognitive science of learning and memory. In particular, we focus on two popular techniques from the field: spaced practice and mixed practice. The paper describes the techniques and supporting research, and then discusses various straightforward ways to incorporate them into mathematics instruction via homework assignments. The ideas presented can be applied at virtually any level of instruction and may be of interest to educators looking to implement research-based practices from cognitive science.
ACKNOWLEDGEMENTS
The author wishes to thank PRIMUS reviewers and associate editors Sarah Greenwald, Judy Holdener, and Matthew Boelkins for valuable feedback and input of earlier versions of this paper.
Additional information
Notes on contributors
Lori Carmack
L. Carmack received a Ph.D. in applied mathematics from the University of California, Santa Barbara in 1996 and has been teaching at Salisbury University since 2012. Some of her favorite pastimes include analyzing the financial markets, watching/playing tennis, and spending time with her two kids; she welcomes any communication that stems from her paper.