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Gobet, F & Lane, P 2012, Chunking mechanisms and learning. in NM Seel (ed.), Encyclopedia of the Sciences of Learning. Springer, pp. 541-544.
Goddard
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2020a
Comparing 2 years maths teaching from the 4 lowest attaining sets, we find the timely practice class increases the median GCSE score from year 9 to year 11, more than the 3 business as usual classes (2 of which were previously more highly attaining).
Goddard 2020b
Guidance on the most worthwhile activities during lockdown:
Factoring in retrieval practice to remote education activities will help [the teacher] to maintain firm foundations for when learning hopefully continues back in school in September. This must be our priority: extending the durability of current learning, with the icing on the cake being new learning.
Much retrieval practice in schools is still inadvertent. End-of-unit and end-of-term tests are high-stakes, summative assessments. These can and should be missed out during school closure. Instead we should use well-timed retrieval practice to embed learning. For low, middle and high-attaining learners the suggested wait between teaching and first practice is 1 to 3 days, 7 to 10 days and 14 days respectively
Goddard 2022
Two types of scaffolding make learning easier for learners with smaller working memories.
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Schiefele, U., & Csikszentmihalyi, M. Motivation and Ability as Factors in Mathematics Experience and Achievement, Journal for Research in Mathematics Education, Vol. 26, No. 2, (March 1995), pp 163-181
Stewart 2018
Ordinarily between six weeks and 1.8 months of maths learning is lost during the summer holiday.
Stewart, Watson & Campbell: The cost of school holidays for children from low income families. Childhood, Vol 25, 2018.
Sweller 1998
“Schema construction has two functions: the storage and organization of information in long- term memory and a reduction of working memory load.”
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