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ERIC Number: EJ1139512
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0022-2194
A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students with Mathematics Problem-Solving Difficulties
Jitendra, Asha K.; Harwell, Michael R.; Dupuis, Danielle N.; Karl, Stacy R.
Journal of Learning Disabilities, v50 n3 p322-336 May-Jun 2017
This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students' difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Minnesota
IES Funded: Yes
Grant or Contract Numbers: R305A110358