The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties

Abstract

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment (SBI) on measures of proportional problem solving. Results indicated that students in the SBI condition significantly outperformed students in the control condition on a measure of proportional problem solving administered at posttest ( g = 0.40) and again 6 weeks later ( g = 0.42). The interaction between treatment group and students’ difficulty status was not significant, which indicates that SBI was equally effective for both students with MD and those with MDRD. Further analyses revealed that SBI was particularly effective at improving students’ performance on items related to percents. Finally, students with MD significantly outperformed students with MDRD on all measures of proportional problem solving. These findings suggest that interventions designed to include effective instructional features (e.g., SBI) promote student understanding of mathematical ideas.

Zihin Yetersizliği Olan Öğrencilere Problem Çözme Becerisinin Öğretiminde Şemaya Dayalı Öğretim Stratejisinin Etkisi

“…Araştırma bulguları incelendiğinde üç öğrenci için de başlama düzeyi verileri öğretim sonu verileriyle karşılaştırıldığında öğrencilerin problem çözme becerilerinde artış olduğu görülmektedir. Elde edilen bu bulgular problem çözme becerisinde meydana gelen olumlu değişime ilişkin araştırmalarla (Garderen, 2007;Griffin ve Jitendra, 2009;Hill, 2012;James, 2015;Jitendra ve Hoff, 1996;Jitendra ve ark., 1998;Jitendra, Dupuis, Star ve Rodriguez, 2016;Jitendra, Hoff ve Beck, 1999;Jitendra, DiPipi ve Perron-Jones, 2002;Jitendra ve ark., 2010;Jitendra ve ark., 2009;Jitendra ve ark., 2016;Jitendra ve ark., 2011;Jitendra ve ark., 2013;Karabulut ve ark., 2015;Kha, 2012;Leh, 2011;Na, 2009;Rockwell, Griffin ve Jones, 2011;Root, Browder, Saunders ve Lo, 2017;Tufan, 2016;Tuncer, 2009;Xin, Jitendra ve Deatline-Buchman, 2005;Xin, 2008) tutarlılık göstermektedir.…”

Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities

“…There are three notable differences between the standards Jitendra, Nelson, et al (2016) applied in their review (i.e., Gersten et al, 2005) and standards (i.e., CEC, 2014) we selected for our systematic review. First, unlike the Gersten et al (2005) and Horner et al (2005) standards that evaluate the quality of only one type of study (group experimental or group quasi-experimental design and single-case design, respectively), the CEC (2014) standards allow researchers to include both single-case and group design studies in their evaluation, making for a more comprehensive review of the extant literature.…”

“…From here forth, in the spirit of parsimony, we use the term LD to refer to students who (a) have a documented MD or (b) are diagnosed with LD and experience difficulty in the area of mathematical problem solving. In this study, we defined SBI to have the following features: explicit instruction, a focus on the underlying problem structure, and the use of schematic diagrams (Jitendra, Dupuis, et al, 2016). By narrowing the scope of this review to only focus on the use of SBI to teach students with LD how to solve word problems, we can more clearly determine the quality of the evidence base of this particular instructional strategy for a specific group of students.…”

“…NMAP (2008) advised using explicit systematic instruction along with the use of visual representations to teach word problem solving to students exhibiting low-achievement in mathematics, including students with LD. To improve word problem solving for students with MD, researchers have investigated the effectiveness of the semantic approach for students with difficulties in mathematics (Jitendra, Dupuis, Star, & Rodriguez, 2016; Morin, Watson, Hester, & Raver, 2017). As opposed to typical word problem instruction that teaches students to identify key words or use a checklist of steps, the semantic approach focuses on teaching conceptual ideas while also providing information about the structure of problems (Powell, 2011; Riccomini, Hwang, & Morano, 2016).…”

Reasoning Behaviors of Mathematics Difficulties Students in Solving Multiplication Integers

“…The strategy of memorization that has been applied can be a factor of student's difficulty in mathematics. Students are said to understand the concept well, can be seen from the workmanship and the correct calculation [10,11]. Meanwhile, the second and third students are only able to solve routine problems.…”