A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

Autor/inn/en	Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C.; Zaslofsky, Anne F.; Slater, Susan; Cozine-Corroy, Kelly; Church, Chris
Titel	A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties
Quelle	In: Elementary School Journal, 114 (2013) 2, S.252-276 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/673199
Schlagwörter	Mathematics Achievement; Learning Problems; Control Groups; Elementary School Students; Small Group Instruction; Tutoring; Teaching Methods; Grade 3; At Risk Students; Identification; Intervention; Mathematics Tests; Word Problems (Mathematics); Problem Solving; Retention (Psychology); Scores; Schemata (Cognition); Instructional Effectiveness; Urban Schools + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernproblem; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Identifikation; Identifizierung; Textaufgabe; Problemlösen; Merkfähigkeit; Cognition; Schema; Kognition; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive problems. All students at risk for MD identified through screening received a mathematics intervention in groups of 2-4 for 12 weeks across the school year. Results revealed that students in the SBI group outperformed students in the control group on a word problem solving (WPS) posttest ("g" = 0.46). The effect of SBI proved to be equivalent for students in both high and low at-risk subgroups. On a district-administered mathematics achievement test, SBI students scored significantly higher than control students (g = 0.34); however, there were no significant effects on the WPS retention test (8 weeks later). (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06