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ERIC Number: EJ1110089
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1045-988X
Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction
Flores, Margaret M.; Hinton, Vanessa M.; Burton, Megan E.
Preventing School Failure, v60 n4 p345-355 2016
Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA) sequence with explicit instruction improves students' computational skills. Researchers also show that schema-based instruction increases students' problem-solving performance. This study combined CRA and schema-based instruction for three students receiving tertiary interventions for mathematics instruction. A functional relation was found for the three students' problem-solving performance. The researchers also interviewed each student to gain a more complete picture of students' thinking. Results and implications are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Intermediate Grades; Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A