Comment by andai

> Son & Simon 2012: Furthermore, even after acknowledging the benefits of spacing, changing teaching practices proved to be enormously difficult. Delaney et al (2010) wrote: “Anecdotally, high school teachers and college professors seem to teach in a linear fashion without repetition and give three or four noncumulative exams.” (p. 130). Focusing on the math domain, where one might expect a very easy-to-review-and-to-space strategy, Rohrer (2009) points out that mathematics textbooks usually present topics in a non-spaced, non-mixed fashion. Even much earlier, Vash (1989) had written: “Education policy setters know perfectly well that [spaced practice] works better [than massed practice]. They don’t care. It isn’t tidy. It doesn’t let teachers teach a unit and dust off their hands quickly with a nice sense of ‘Well, that’s done.’” (p. 1547).