Improving Word Problem Solving of Immediate, Generalized, and Combined Structured Problems via Schema-Based Instruction

Autor/inn/en	Peltier, Corey; Lingo, Mindy E.; Deardorff, Malarie E.; Autry, Faye; Manwell, Carli R.
Titel	Improving Word Problem Solving of Immediate, Generalized, and Combined Structured Problems via Schema-Based Instruction
Quelle	In: Exceptionality, 28 (2020) 2, S.92-108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peltier, Corey) ORCID (Lingo, Mindy E.) ORCID (Autry, Faye) ORCID (Manwell, Carli R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1727336
Schlagwörter	Word Problems (Mathematics); Problem Solving; Mathematics Instruction; Teaching Methods; Students with Disabilities; Grade 4; Elementary School Students; Elementary School Mathematics; Priming; Arithmetic; Instructional Effectiveness; Accuracy; Mathematics Achievement; Intervention; Special Education Teachers; Validity + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Gültigkeit
Abstract	Instruction geared toward priming the underlying problem structures was suggested as an evidence-based practice for students with a learning disability. Schema-based instruction is one intervention aligned with this principle. We extended prior work by: (1) using a teacher as the implementer; (2) providing teacher flexibility in intervention implementation; and (3) examining student performance for generalized and combined problem structures. The participants included fourth-grade students (n = 5) identified with a disability who received supplementary mathematics instruction in a resource room setting. The independent variable was schema-based instruction and the dependent variable was mathematical problem-solving performance. To evaluate if a functional relation existed, a multiple-probe design across participants was used. A functional relation was established; however, student performance did not reach socially significant levels. The aggregated Tau-U effect size was 81% [CI[subscript 90] 61, 100%] and the aggregated BC-SMD was 1.72 [CI[subscript 95] 1.00, 2.49]. Implications for research and practice will be discussed in regard to implementation fidelity and dosage of remedial instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01