In the
typical mathematics classroom, especially in the middle years
of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to
practice and do some maths, and then we next might apply some
of those skills into a real world context by using learning activities such as word
problems.
The demonstrated benefits
of spacing and interleaving greatly challenge the
typical format
of math lesson plans and textbooks, which typically structure homework assignments around repeatedly
practicing a recently learned skill or
problem type.
The specific intervention
practices (content) included parenting skills (yes / no), personal skills
of parents (yes / no), parents» self - confidence (yes / no), attitudes or expectations about parenting (yes / no), knowledge
of typical child development (yes / no), social network
of the family (yes / no), relationship between parents (yes / no), relationship between parent and child (yes / no), mental health
problems parents (yes / no), parental empowerment (yes / no), social or emotional support (yes / no), well - being
of the child (yes / no), child skills (yes / no), practical support (yes / no), and motivation (yes / no).