How many questions should I give students to work on after my instruction? Should I group all the questions together or space them over time? Should I ‘block’ questions on the same topic together or should I mix them with questions from other topic areas? Is ‘over-learning’ an efficient strategy for boosting student outcomes? Should I always be using high-frequency formative assessment techniques to guide my instruction? Is it possible, and if so, how do you measure the learning that has happened in a lesson? What does best practice look like in an assessing-without-levels world? Within a progress context, are rapid and sustained mutually inclusive or exclusive?

http://www.greatmathsteachingideas.com/2015/01/20/forgetting-is-necessary-for-learning-desirable-difficulties-and-the-need-to-dissociate-learning-and-performance/

These new grades 1 to 9 GCSE maths passports are a resource designed to encourage students to have independence of their revision. However the maths GCSE passport resources also provides direction for the students about how to revise maths, which maths topics to revise and where to look for maths resources. 

https://www.missbsresources.com/teaching-and-learning/mathspassports