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This study investigated the effectiveness of a schema strategy on the addition and subtraction word problem solving performance of four sixth and seventh grade students with learning disabilities. Students were taught to map features of the word problem onto problem schemata diagrams, first for one-step problems and then for two-step problems. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to increases in the percentage correct of operations and computation solutions to word problems. Further, these results were maintained at 2- and 4-week follow-up, and all four students' performance on two-step word problems (mean of 86 percent correct) at the end of the study surpassed that of the normative sample (mean of 54 percent correct). Generalization of strategy effects was found for three of the four students. Student treatment acceptability ratings revealed that the strategy was perceived as helpful in solving word problems. (Author/DB)

Descriptors: Classroom Techniques, Generalization, Instructional Effectiveness, Intermediate Grades, Learning Disabilities, Learning Strategies, Maintenance, Mathematics Instruction, Problem Solving, Remedial Instruction, Remedial Mathematics, Schemata (Cognition), Teaching Methods, Thinking Skills, Word Problems (Mathematics)

Autor: Jitendra, Asha K.; Hoff, Kathryn; Beck, Michelle M.


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