The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as measured by number of facts retained per instructional minute. Memory scores accounted for 34% of the variance beyond mathematics calculation scores in retention of multiplication facts for the TD condition, but only 2% of the variance for the IR condition. Thus, retention of multiplication facts seems largely influenced by a student's memory skills when using less effective instructional techniques such as TD, while approaches like IR are likely effective regardless of memory skills. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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比较增量排练和传统演练对保留数学事实的影响，并用记忆预测效果。

这项研究的目的是研究29名三，四年级学生数学技能低下的增量排练（IR）和传统练习（TD）对保留乘法事实的影响。结果表明，IR导致保留了更多的事实，并且按每分钟指示的保留事实数来衡量，其效率基本上等于TD。在保留TD条件的乘法事实方面，记忆分数占比数学计算分数高34％的方差，但对于IR条件仅占2％的方差。因此，当使用不太有效的教学技术（例如TD）时，保留乘法事实似乎在很大程度上受学生的记忆技能的影响，而与IR无关的方法可能会有效，而与记忆技能无关。