[social_share/] [social-bio] While looking for resources for a faculty member in the sciences who was interested in incorporating more problem sets into her lectures to increase student engagement, I came upon a 2007 article by Rohere and Taylor, appearing in Instructional Science. This article describes two experiments where particular timing and mixing of mathematics practice problems improved learning. The authors point out that it is usual for practice problems to be assigned: • immediately following the relevant lesson (massed), and • for problems of the same type to be grouped together (blocked). Through Rohere and Taylor’s experiments, they found that spacing the timing of two sets of practice problems 1…