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

Jitendra, Asha K.; Dupuis, Danielle; Rodriguez, Michael C.; Zaslofsky, Anne F.; Slater, Susan C.; Cozine-Corroy, Kelly; Church, Chris

doi:10.1086/673199

Cited by 43 publications

(59 citation statements)

References 50 publications

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“…Critiques from special education scholars about constructivist mathematics tend to assume that teachers teaching from a constructivist view of learning will never be explicit with students, drawing a contrast between "explicit" instruction and "reform" mathematics [38]. In the past, some special education researchers have argued further that constructivist theories of learning are inappropriate to use with students with disabilities because of this lack of explicit instruction.…”

Section: Historical Roots Of Special Educationmentioning

confidence: 99%

“…In the past, some special education researchers have argued further that constructivist theories of learning are inappropriate to use with students with disabilities because of this lack of explicit instruction. A leading scholar in mathematics educational research, Jitendra [38], described in 2013 an "inquiry-based approach" as "counter-intuitive in meeting the instructional needs of students at risk for MD [mathematics difficulties]" (p.271). At the same time, special education has increasingly included aspects of constructivism as part of a "cognitive" approach that includes information processing [39].…”

Section: Historical Roots Of Special Educationmentioning

confidence: 99%

“…Jitendra and colleagues [38] studied the effects of schema-based instruction in word problems for third-grade students "at risk for mathematical difficulties," which was defined as students who scored below 40% on a standardized mathematics assessment. Schema-based instruction focuses on developing student understanding of underlying sematic structures of word problems.…”

Section: Informational Processing Theoretical Orientationmentioning

confidence: 99%

“…Schema-based instruction focuses on developing student understanding of underlying sematic structures of word problems. While these theories of problem types are also used in constructivist mathematics approaches, notably Cognitively Guided Instruction [52], Jitendra and colleagues [38] integrated schema theory with a behaviorist approach to pedagogy, namely explicit instruction. In this case, what is made explicit is the schema (or problem types) of each word problem and the steps to follow to solve the problems.…”

Section: Informational Processing Theoretical Orientationmentioning

confidence: 99%

“…Children in these studies were given "explicit instruction" on the problem types in a scripted intervention. Jitendra et al [38] made a clear distinction between the two pedagogies, "standards-based instruction is characterized by an inquiry-based, student-directed approach, whereas SBI [Schema Based Instruction] incorporates an explicit, teacher-mediated approach" (p. 257). The researchers used research in mathematics education and psychology to create a replicable procedure for solving word problems based on determining the problem type, using a pre-determined representation (or graphic organizer) for each problem type, and then to create an equation, and then solve The intervention consisted of teacher modeling of these procedures, and then guided student practice.…”

Section: Word Problems and Problem Posingmentioning

confidence: 99%

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Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

Lambert¹,

Tan²

2017

Preprint

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Students with disabilities are often framed as "the problem" and have limited opportunities to engage in standards based mathematics leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. 50% of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with no analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

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Section: Historical Roots Of Special Educationmentioning

confidence: 99%

Section: Historical Roots Of Special Educationmentioning

confidence: 99%

Section: Informational Processing Theoretical Orientationmentioning

confidence: 99%

Section: Informational Processing Theoretical Orientationmentioning

confidence: 99%

Section: Word Problems and Problem Posingmentioning

confidence: 99%

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Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

Lambert¹,

Tan²

2017

Preprint

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Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

Filges

Seerup

et al. 2021

Campbell Systematic Reviews

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Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

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The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success

Jitendra

Dupuis

2015

Handbook of Response to Intervention

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

Cited by 43 publications

References 50 publications

Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success

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