Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction

Autor/inn/en	Jitendra, Asha K.; Star, Jon R.; Starosta, Kristin; Leh, Jayne M.; Sood, Sheetal; Caskie, Grace; Hughes, Cheyenne L.; Mack, Toshi R.
Titel	Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction
Quelle	In: Contemporary Educational Psychology, 34 (2009) 3, S.250-264 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2009.06.001
Schlagwörter	Mathematics Education; Intervention; Mathematics Achievement; Achievement Tests; Problem Solving; Grade 7; Word Problems (Mathematics); Middle School Students; Mathematics Instruction; Instructional Effectiveness; Matched Groups; Mathematical Concepts; Teaching Methods; Special Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Problemlösen; School year 07; 7. Schuljahr; Schuljahr 07; Textaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups' performance was comparable on a state standardized mathematics achievement test. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10