We return once again to the study that investigated the effect of a grit intervention on math scores. Even though the study was an experiment with thousands of participants, it couldn’t shake off the threat of lurking confounders because the treatment was randomly assigned at the school level.
In a previous post we discussed the design of a field experiment by Doug Rohrer and colleagues, in which math questions were blocked for some classes and mixed for other classes.
According to a number of psychologists, we’ve been teaching math the wrong way. Instead of hammering away at the same topic for weeks, learners of math should mix up, or interleave, the concepts they practice.
In previous posts on the Grit study we saw that it was difficult to estimate the effect of the grit intervention on math scores, even though we have data from a large experiment involving thousands of children.
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