Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan J.; Hamlett, Carol L. |
|---|---|
| Titel | Expanding Schema-Based Transfer Instruction to Help Third Graders Solve Real-Life Mathematical Problems |
| Quelle | In: American Educational Research Journal, 41 (2004) 2, S.419-445 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-8312 |
| Schlagwörter | Grade 3; Control Groups; Problem Solving; Pretests Posttests; Schemata (Cognition); Instructional Design; Mathematics Skills; Transfer of Training; Teaching Methods |
| Abstract | Mathematical problem solving is a transfer challenge requiring children to develop schemas for recognizing novel problems as belonging to familiar problem types for which they know solutions. Schema-based transfer instruction (SBTI) explicitly teaches transfer features that change problems in superficial ways to make them appear novel even though they still require known solution strategies. This study assessed the effects of an expanded version of SBTI incorporating more challenging transfer features for broadening schemas and helping children recognize real-life math problems as solvable. Teachers were assigned randomly to 16-week control, SBTI, or expanded SBTI conditions. Students completed pretests and posttests focusing on increasing transfer distances. On a measure approximating real-life problem solving, the expanded SBTI group outperformed the SBTI group, which in turn outperformed the control group. (Contains 1 figure, 3 tables, and 3 footnotes.) (Author). |
| Anmerkungen | American Educational Research Association. 1230 17th St. NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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