Abstract
We examined the math facts fluency growth of students receiving explicit timing practice in either a massed, short-distributed, or long-distributed fashion. In a repeated measures group design, 43 Midwestern third-grade students completed four 1-min math probes each day for 20 days. Hierarchical linear modeling revealed that students who received practice separated by a 3-hr interval grew significantly more than students who practiced with a 10-min distribution or a massed presentation. Impact Statement Our study found further support that separating math fact fluency practice by an interval of at least 3 hr leads to greater learning than practicing for the same amount of overall time but without separating the practice.
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