TY - JOUR
T1 - A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties
AU - Jitendra, Asha K.
AU - Harwell, Michael R.
AU - Dupuis, Danielle N.
AU - Karl, Stacy R.
N1 - Publisher Copyright:
© 2016, © Hammill Institute on Disabilities 2016.
PY - 2017/5/1
Y1 - 2017/5/1
N2 - 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.
AB - 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.
KW - mathematics difficulties
KW - problem solving
KW - proportional reasoning
KW - schema-based instruction
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U2 - 10.1177/0022219416629646
DO - 10.1177/0022219416629646
M3 - Article
C2 - 26968809
AN - SCOPUS:85018970276
SN - 0022-2194
VL - 50
SP - 322
EP - 336
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
IS - 3
ER -