Math Workout

The science behind

Method Lab

Watch it, try it with training wheels, then ride solo: a well-tested way to learn a method.

Based on: Worked examples 6 min read6 references

The Method Lab flask beside a ten frame showing 9 + 6 = 159 + 6 = 15
On this page

What you do in Method Lab

Learn named mental math methods, like making ten, near doubles and rounding, one lesson at a time. Each lesson shows the method with an animated example, lets you try it with help and then without, and ends by comparing your speed before and after.

  • 21 methods: five are free and sixteen more come with Pro.
  • Doc points you to the methods that fit the sums you find slow.

Try it: 10 seconds

No pressure. Just see how it feels.

9 + 6 = ?

Show the answer

15

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Doc explains

Watch it, try it with training wheels, then ride solo! First I show you the trick worked out, step by step. Then I hide one step, then another, until you are doing the whole thing yourself. Learning a method this way is one of the best tested ideas in math learning. Eureka!

The science idea

Science idea

Worked examples: learning a new method by studying a problem solved step by step before solving problems yourself.

The idea is simple: before solving problems with a new method yourself, you study one that is already solved, so you can see every step and the order they come in. Across many studies, this has helped people learn math.1

The help should not stay forever. Researchers found it works well to take the worked steps away gradually, so you move smoothly from studying to solving.2 And help has a shelf life: support that helps beginners can stop helping, or even get in the way, once you know a method well.3

What the research found

A 2023 meta-analysis of 55 studies found that learning from worked examples gave a medium sized boost to math performance, both when learning a new skill and when practising it. Correct examples on their own worked best.1

Taking help away step by step worked in a field experiment and two lab experiments: fading out worked steps helped learning on similar problems, and removing the last step first worked better than removing the first step first.2 Techniques that help beginners can lose their value, or backfire, as learners gain expertise.3

Knowing when a method fits matters as well as knowing how. In a study of 70 seventh graders, students who compared two solution methods side by side gained more skill and more flexibility in choosing a method than students who studied the same methods one at a time.4

Where the research disagrees: one experiment found fading helped on similar problems but only helped on very different problems when combined with prompts to explain each step.5 Yet the 2023 meta-analysis found that adding prompts to explain worked examples lowered the average effect.1 The field has not settled this.

How Method Lab uses it

  • Watch: an animated worked example of the method, before you try anything yourself.1
  • Then a nearly finished problem where only the last step is left for you, which is the backward fading that worked best.2
  • Guided practice uses a step strip that fades: from most steps shown, to blanks, to a single cue, to the bare sum. A clean answer takes one step of help away and a slip puts one back, so support shrinks as skill grows.3
  • Spot it shows a sum where the method fits beside a near miss where it does not, so you learn when to use it. It is a lighter version of the side by side comparisons in the research.4
  • A short mastery check, then a confirm check at least 20 hours later for the third star, which builds in spacing. Mix shuffles several methods together.6
  • The "Why it works" note is optional, a middle path while the research disagrees about prompts.

What this does and doesn’t mean

It does mean

  • Learning a method from a solved example, then practising with help that fades, is well supported for learning new methods.
  • Taking help away as you improve fits the finding that support can get in the way once you are skilled.

It doesn’t mean

  • The studies were mostly on algebra, equations, probability and similar school or college topics, not on named mental arithmetic tricks for young children.
  • Gains from fading were reliable on problems like the ones practised, not on very different problems.5
  • The speed comparison at the end of a lesson is your own before and after, not a controlled experiment, so it cannot show the method caused the change. Practice alone also speeds people up.
  • The studies below tested their own tasks with their own volunteers. They did not test Math Workout.
An open book with a magnifying glass over a reference number10.
How we use scienceWhy we link games to research, how we pick papers, and the honest debate about brain training.

References

Written in APA 7 style. Tap a number in the text to jump here, and the arrow to jump back.

  1. 1

    Barbieri, C. A., Miller-Cotto, D., Clerjuste, S. N., & Chawla, K. (2023). A meta-analysis of the worked examples effect on mathematics performance. Educational Psychology Review, 35(1), Article 11. https://doi.org/10.1007/s10648-023-09745-1

    abcd

  2. 2

    Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. The Journal of Experimental Education, 70(4), 293-315. https://doi.org/10.1080/00220970209599510

    abc

  3. 3

    Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31. https://doi.org/10.1207/S15326985EP3801_4

    abc

  4. 4

    Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574. https://doi.org/10.1037/0022-0663.99.3.561

    ab

  5. 5

    Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774-783. https://doi.org/10.1037/0022-0663.95.4.774

    ab

  6. 6

    Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40-52. https://doi.org/10.1037/edu0000367

    a

Science last checked: 2026-11-05

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