TY - JOUR
T1 - An exploratory study of schema-based word-problem-solving instruction for middle school students with learning disabilities
T2 - An emphasis on conceptual and procedural understanding
AU - Jitendra, Asha
AU - DiPipi, Caroline M.
AU - Perron-Jones, Nora
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2002
Y1 - 2002
N2 - This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of 4 middle school students with learning disabilities who were low-performing in mathematics. A multiple-probe-across-participants design included baseline, treatment, generalization, and maintenance. During treatment, students received schema strategy training in problem schemata (conceptual understanding) and problem solution (procedural understanding). Results indicated that the schema-based strategy was effective in substantially increasing the number of correctly solved multiplication and division word problems for all 4 participants. Maintenance of strategy effects was evident for 10, 5 1/2, and 2 1/2 weeks following the termination of instruction for Sara, Tony, and Percy, respectively. In addition, the effects of instruction generalized to novel word problems for all 4 participants.
AB - This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of 4 middle school students with learning disabilities who were low-performing in mathematics. A multiple-probe-across-participants design included baseline, treatment, generalization, and maintenance. During treatment, students received schema strategy training in problem schemata (conceptual understanding) and problem solution (procedural understanding). Results indicated that the schema-based strategy was effective in substantially increasing the number of correctly solved multiplication and division word problems for all 4 participants. Maintenance of strategy effects was evident for 10, 5 1/2, and 2 1/2 weeks following the termination of instruction for Sara, Tony, and Percy, respectively. In addition, the effects of instruction generalized to novel word problems for all 4 participants.
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U2 - 10.1177/00224669020360010301
DO - 10.1177/00224669020360010301
M3 - Article
AN - SCOPUS:0036012259
SN - 0022-4669
VL - 36
SP - 23
EP - 38
JO - Journal of Special Education
JF - Journal of Special Education
IS - 1
ER -