An Exploratory Study of Schema-Based Word-Problem—Solving Instruction for Middle School Students with Learning Disabilities

Jitendra, Asha K.; DiPipi, Caroline M.; Perron-Jones, Nora

doi:10.1177/00224669020360010301

Cited by 138 publications

(164 citation statements)

References 35 publications

(62 reference statements)

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“…In order to effectively use vernacular languages for instruction at universities, it would be critical to have teachers who have both a good command of the particular vernacular language (either as their mother tongue or as a learned second language) as well as adequate knowledge of their subjects of specialisation. In addition, enhancement of a student's performance may require implementation of various complementary strategies, such as schema-based word-problem solving instructions 18,19 and peer-assisted inclusive instructions, 20,21 whenever applicable. Thus proficiency in the language of instruction and content knowledge should be complemented with other supportive and appropriate strategies.…”

Section: Performance Of Studentsmentioning

confidence: 99%

Mother tongue as the medium of instruction at developing country universities in a global context

Nyika¹

2015

S. Afr. J. Sci.

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One of the factors attributed to poor performance of some indigenous students at universities in developing countries is the use of a second language – mainly English and to some extent French – as the language of instruction at the universities. Consequently, policymakers in some developing countries have introduced, or are debating the idea of introducing, local vernacular languages as the official languages of instruction at their respective universities. Indeed, learning the official language of instruction as a second language is an additional hurdle, which to some extent hinders some students from performing well in their university studies. Thus students whose mother tongue is used as the language of instruction at their universities have an advantage over students whose mother tongue is not the language of instruction at their universities. Policies regarding the medium of instruction at universities have a range of short-term and long-term implications, some of which may be easily overlooked yet they may have far reaching repercussions for current and future generations. In this paper, a repertoire of pertinent issues surrounding the use of vernacular languages at universities is explored. These issues include performance of students, quality of graduates produced in terms of employability, university overall productivity, innovation, university competitiveness in the wake of globalisation, preservation of the vernacular languages and contribution towards national as well as global socio-economic development.

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Section: Performance Of Studentsmentioning

confidence: 99%

Mother tongue as the medium of instruction at developing country universities in a global context

Nyika¹

2015

S. Afr. J. Sci.

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“…Van Garderen and Montague (2003) found a significant positive correlation between the total number of visual-spatial representations and students' overall mathematical problem-solving ability. A significant portion of research on visual-spatial representations focuses on pictorial and schematic diagrams (Hegarty & Kozhevnikov, 1999;Jitendra et al, 2002;Montague & Applegate;2000;van Garderen & Montague, 2003;van Garderen et al, 2012). Hegarty and Kozhevnikov (1999) conducted seminal research on the effects of these visual and spatial images; in order to do so they specified what a diagram within each of these categories might contain (p. 685-686).…”

Section: Visual Spatial Representations As Word Problem-solving Stratmentioning

confidence: 99%

“…These subtle variances between pictorial and schematic strategies have intrigued many researchers (Hegarty & Kozhevnikov, 1999;Jitendra et al, 2002;Montague & Applegate;2000;van Garderen & Montague, 2003;van Garderen et al, 2012). In 2008, van Garderen administered a survey to 99 New York state special education teachers to determine their instructional practices when solving word problems (p. 141).…”

Section: The Value Of Pictorial and Schematic Representationsmentioning

confidence: 99%

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A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

Kribbs¹,

Rogowsky²

2015

IJRES

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Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or persons while neglecting the spatial relationships between those components (Hegarty & Kozhevnikov, p. 686). Research supports schematic diagrams that highlight spatial relationships and focus on related information within the problem (Hegarty & Kozhevnikov, 1999; van Garderen & Montague, 2003). In addition to these strategies, educators have used heuristics (systematic scripted procedures to solve word problems) as a way to provide structure and routine to a variety of word problems. This review of the literature found varying results for the use of some heuristics being implemented in present-day classrooms. On the other hand, both visual-spatial diagrams and heuristics have demonstrated value in middle school special education classrooms. These findings support the further use and research of visual-spatial representations and problemsolving heuristics in order to solve mathematics word problems.

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“…Studies in the existing literature report that the schema approach is effective in teaching verbal mathematics problems to typically developing individuals (Griffin & Jitendra, 2009;Jitendra et al, 2009) as well as those with learning disabilities (Griffin & Jitendra, 2009;Jitendra, DiPipi, & Perron-Jones, 2002;Jitendra & Hoff, 1996;Jitendra, Hoff, & Beck,1999;Jitendra et al, 2007;Na, 2009;Xin, 2008;Xin, Jitendra, & Deatline-Buchman, 2005), emotional and behavioral disorders (Jitendra, George, Sood, & Price, 2010), visual impairment (Tuncer, 2009), and intellectual disorders (Baki, 2014;Jitendra et al, 1998;Karabulut, Yıkmış, Özak, & Karabulut, 2013;Kot, 2014). However, only a limited number of studies have been conducted with individuals with ASD (Rockwell, 2012;Rockwell, Griffin, & Jones, 2011).…”

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confidence: 99%

Effects of a Schema Approach for the Achievement of the Verbal Mathematics Problem-Solving Skills in Individuals with Autism Spectrum Disorders

2017

EDUC SCI-THEOR PRACT

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Teaching verbal mathematics problem-solving skills to individuals with developmental disorders is important for these individuals to understand cause and effect relations. The present study aimed to determine the effectiveness of a schema approach for individuals with Autism Spectrum Disorders (ASD) acquiring and sustaining verbal mathematics problem-solving skills. The study also aims to investigate the participants' verbal mathematics problem-solving skills, their retention levels after the termination of the application, and generalization of this skill to different types of mathematics problems. Three individuals with ASD aged 9, 11, and 14 participated in the study. A single-subject, multiple-probe design with probe conditions across participant research method was used. The findings demonstrated that instruction with the schema approach increased the participants' verbal mathematics problem-solving performance. This increase was retained 1, 3, and 5 weeks after the instruction was completed. Furthermore, two participants were able to generalize the verbal mathematics problem-solving skills for comparison-type problems with unknown results in comparison-type problems with unknown difference amounts. Social validity data collected from the participants' mothers and classroom teachers showed that both groups had positive views on the use of the schema approach in the instruction of verbal mathematics problem-solving skills.

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An Exploratory Study of Schema-Based Word-Problem—Solving Instruction for Middle School Students with Learning Disabilities

Cited by 138 publications

References 35 publications

Mother tongue as the medium of instruction at developing country universities in a global context

Mother tongue as the medium of instruction at developing country universities in a global context

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

Effects of a Schema Approach for the Achievement of the Verbal Mathematics Problem-Solving Skills in Individuals with Autism Spectrum Disorders

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