TY - JOUR
T1 - A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving
AU - Jitendra, Asha K.
AU - Griffin, Cynthia C.
AU - Haria, Priti
AU - Leh, Jayne
AU - Adams, Aimee
AU - Kaduvettoor, Anju
PY - 2007/2
Y1 - 2007/2
N2 - The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of computational skills. Eighty-eight 3rd graders and their teachers were assigned randomly to conditions (SBI and GSI). Students were pre- and posttested on mathematical problem-solving and computation tests and were posttested on the Pennsylvania System of School Assessment Mathematics test, a criterion-referenced test that measures student attainment of academic standards. Results revealed SBI to be more effective than GSI in enhancing students' mathematical word problem-solving skills at posttest and maintenance. Further, results indicate that the SBI groups' performance exceeded that of the GSI group on the Pennsylvania System of School Assessment measure. On the computation test, both groups made gains over time.
AB - The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of computational skills. Eighty-eight 3rd graders and their teachers were assigned randomly to conditions (SBI and GSI). Students were pre- and posttested on mathematical problem-solving and computation tests and were posttested on the Pennsylvania System of School Assessment Mathematics test, a criterion-referenced test that measures student attainment of academic standards. Results revealed SBI to be more effective than GSI in enhancing students' mathematical word problem-solving skills at posttest and maintenance. Further, results indicate that the SBI groups' performance exceeded that of the GSI group on the Pennsylvania System of School Assessment measure. On the computation test, both groups made gains over time.
KW - Mathematical word problem solving
KW - Mathematics achievement
KW - Schema-based instruction
KW - Strategy instruction
KW - Third-grade students
UR - http://www.scopus.com/inward/record.url?scp=33847627985&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33847627985&partnerID=8YFLogxK
U2 - 10.1037/0022-0663.99.1.115
DO - 10.1037/0022-0663.99.1.115
M3 - Article
AN - SCOPUS:33847627985
SN - 0022-0663
VL - 99
SP - 115
EP - 127
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 1
ER -