Reviewing the completed exercises was essential to mathematical learning, but students often jump to the next exercise after finishing the current one without reviewing. It is not clear how to effectively conduct this learning activity. On the other side, after-action reviews (AARs) have proved to be a good learning practice that has been widely used in military and unmilitary training for decades. It helps students learn through reviewing. This study applied AARs in mathematical learning to improve students’ learning effectiveness through reviewing their completed exercises. In addition, the study further investigated how the question types of AARs influence students’ cognitive engagement. Ninth-grade students (N = 125) were randomly assigned to one of three experimental conditions (AARs of general questions, AARs of specific questions, and no AARs). The results revealed that conducting AARs after solving mathematics problems could significantly improve learning performance (p < .05). Compared with AARs of specific questions, AARs of general questions could significantly improve students’ cognitive engagement (p < .001). The findings provide important implications for mathematical education and learning practice.

复习已完成的练习对于数学学习至关重要，但学生经常在完成当前练习后没有复习就跳到下一个练习。目前尚不清楚如何有效地开展这种学习活动。另一方面，事后评估 (AAR) 已被证明是一种良好的学习实践，几十年来一直广泛用于军事和非军事训练。它帮助学生通过复习来学习。本研究将 AAR 应用到数学学习中，通过复习完成的练习来提高学生的学习效率。此外，该研究进一步调查了 AAR 的问题类型如何影响学生的认知参与。九年级学生（N = 125) 被随机分配到三个实验条件之一（一般问题的 AAR、特定问题的 AAR 和无 AAR）。结果表明，在解决数学问题后进行 AAR 可以显着提高学习成绩 ( p  < .05)。与具体问题的 AAR 相比，一般问题的 AAR 可以显着提高学生的认知参与度 ( p  < .001)。研究结果为数学教育和学习实践提供了重要的启示。