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, 51/2, and 21/2 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.
The purpose of this within‐subject comparisons exploratory study was to examine the influence of a graphic representational strategy on the problem solving performance of fourth graders, including special education students with learning problems. We employed a preliminary design experiment, prior to conducting a formal experimental or quasi‐experimental study, to gain insights into factors that may inhibit or enhance implementation of the intervention, especially in the context of real world of classroom (Gersten, Baker, & Lloyd, 2000). Students received teacher‐led strategy instruction in problem solving using a whole group (8 to 9 students) format followed by guided practice in applying the strategy during cooperative groups. Results indicate that students’ word problem solving performance increased from the pretest to posttest on multiplication and division problems. In addition, some students were able to generalise the skill to untaught problems. Implications of the representational strategy for solving word problems by elementary students and special education students with learning problems are discussed.
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