ABSTRACT
The chapter presents the results of the two studies looking at the benefits of testing or retrieval practice on learning. It discusses how the studies, and especially the analyses, were influenced by Bob's training. Students often show a very shallow and fragile understanding of fraction arithmetic. The goal of the studies was not to improve students' conceptual understanding of fraction arithmetic, but rather to improve the memory link between a given type of problem and the correct procedure. The chapter examines whether students learned more when they were also forced to implement the procedure on a given problem, or if simply retrieving the procedure was enough. It focuses on community college students, given the prior literature on their difficulties with fraction arithmetic. The chapter also examines the stability of students' strategy choices. Both active problem-solving and retrieval practice are useful techniques in improving students' procedural knowledge.
