• Communications of Mathematical Education
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• v.37 no.2
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• pp.199-212
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• 2023

The purpose of this study is to find out whether there is a difference in achievement between blocked practice and interleaved practice according to the difference in domain and type of learning content in mathematics subject, and through this result, it is to confirm whether the effect of interleaved practice in mathematics learning is due to the 'Discriminative-contrast Hypothesis' or the 'Distributed-practice Hypothesis'. Although interleaved practice is more effective than blocked practice, previous studies have not shown consistent results regarding the cause. Therefore, in this study, 103 first-year middle school students were randomly assigned to blocked practice, interleaved practice, remote blocked practice, and remote interleaved practice groups had learning activities over 4 times. The results reveals that the effect of interleaved practice appeared in similar types in the same domain, but the effect of interleaved practice did not appear in different types in different domain. In addition, through this result, it was confirmed that the effect of interleaved practice was due to the 'Discriminative-contrast hypothesis' rather than the 'Distributed-practice hypothesis'. Further research topics were suggested after the issues on the research method and the findings were discussed.