Homework is prevalent in mathematics courses, as are cumulative final exams. This study incorporated the memory science concepts of the "testing effect" and "spacing effect" in the homework and final exam of college mathematics courses. By replacing some new homework problems with review problems, students had additional opportunities to recall old material. Effects were analyzed by comparing the final exam scores of randomized groups of students, which showed small positive gains for students who had the experimental homework design. Additionally, students were split into the categories of low-scorers and high-scorers based on their first test score, prior to the intervention. Low-scoring students saw more benefits than the high-scoring students.