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if we teach new learning only once all t= he pre requisite skills are mastered, teaching is more likely to become lea= rning.
This links to mastery learning, if we teac= h new learning only once all the pre requisite skills are mastered, teachin= g is more likely to become learning.
It seems that mastery learning doesn't just= help learners learn what maths teachers call content skills better (e.g. c= alculate highest common factor), it also helps learners learn what maths te= achers call process skills better (e.g. problem solving). These skills are = notoriously hard to teach to lower attaining maths learners.
For what we consider higher order skil= ls, such as generalising and problem solving, research suggests, Mayfi= eld & Chase (2002), that when students are using two different pieces o= f knowledge/skills/methods to learn a third, the students are most successf= ul if both the two existing pieces of knowledge/skills/methods are mor= e strongly embedded before the third is learned. Mayfield & Chase = (2002). The effects of cumulative practice on mathematics problem solving. = Journal of applied behavioural analysis, 35, 105-123. http://www.gwern.net/Spaced%20repetition