The Effects of Schema-Based Instruction on the Mathematical Word-Problem-Solving Performance of Students with Learning Disabilities

Abstract

This study examined the effects of a schema-based direct instruction strategy on the word-problem-solving performance of three third- and fourth-grade students (2 girls, 1 boy) with learning disabilities. An adapted multiple-probe-across-students design was used. Results indicated that the intervention was successful in increasing the percentage of correct solutions to word problems for all 3 students. In addition, maintenance of word-problem solving was seen 2 to 3 weeks after the study. Student interviews indicated that the strategy was beneficial. Further research with different students and problem types (e.g., multistep) and an investigation of the long-term effects of the strategy and its use in novel settings appear warranted.

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?

“…Second, findings demonstrate the efficacy of SBI for tutoring AR students on problem types that extend beyond total, difference, and change relationships addressed in prior work (Fuchs et al, in press;Jitendra & Hoff, 1996;Jitendra et al, 1998Jitendra et al, , 2002Xin et al, 2005. By contrast, the problem types addressed in the present study involve multiple quantities of more than one kind of item, halving quantities, step-up functions, and pictograph problems, with emphasis on multi-step problem solving, combining problem types, and ignoring irrelevant information.…”

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

“…Yet, when the question is changed a little bit or students confront with a new question, this approach may fail to solve the problem (Viennot &Moreau, [82] Jitendra &Hoff, [40]; Steele & Johanning, [75]. The readily available solutions mentioned in the short-cut approach are addressed within the scope of procedural knowledge (Anderson, [3]; Byrnes & Wasik, [20], Baroody, Feil, & Johnson, [8].…”

Improving students’ proportional thinking using schema-based instruction

“…Schematic representations that can be used to interpret and elaborate on information in the problem lead to enhanced problem solving performance (Pape & Tchoshanov, 2001). Such representations are essential components of many studies of SBI (e.g., Fuchs et al, 2009;Fuchs, Seethaler, et al, 2008;Fuson & Willis, 1989;Griffin & Jitendra, 2008;Jitendra et al, 2009;Jitendra, DiPipi, & Perron-Jones, 2002;Jitendra, Griffin, Deatline-Buchman, & Sczesniak, 2007;Jitendra, Griffin, McGoey, Gardill, Bhat, & Riley, 1998;Jitendra & Hoff, 1996;Jitendra, Hoff, & Beck, 1999;Lewis, 1989;Willis & Fuson, 1988;Xin, 2008;Xin, Jitendra, & Deatline-Buchman, 2005;Xin & SCHEMA-BASED INSTRUCTION 5 Zhang, 2009;Xin, Wiles, & Lin, 2008;Zawaiza & Gerber, 1993). For example, Fuchs, Seethaler, et al (2008) explored the effects of SBI for third graders identified as having mathematics and reading difficulties.…”