A Multi-State Study Investigating the Generalizability of a Schema-Based Instructional Approach to Proportional Problem Solving

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Im, Soo-hyun; Slater, Susan C.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	A Multi-State Study Investigating the Generalizability of a Schema-Based Instructional Approach to Proportional Problem Solving
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Problem Solving; Mathematics Instruction; Teaching Methods; Instructional Effectiveness; Grade 7; Teacher Characteristics; Student Characteristics; Teaching Experience; Gender Differences; Special Education; Racial Differences + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; Rassenunterschied
Abstract	Ratio and proportional relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (National Mathematics Advisory Panel, 2008). Solving even simple proportion problems is challenging for many children and adolescents. A small number of studies have examined the efficacy of schema-based instruction (SBI), a multicomponent approach to teaching proportional problem solving. The studies of SBI, with roots in schema theory of cognitive psychology and cognitive models of mathematical problem solving, have provided evidence of its promise in improving student learning. However all of these studies relied on data from the Upper Midwest of the U.S, and what is needed is evidence that the efficacy of SBI generalizes to a range of students and teachers located throughout the country. In this study, the authors pooled data from the three SBI studies by Jitendra et al. (2015, 2017a, 2017b) and asked a single research question: Is SBI effective in improving students' proportional problem solving at posttest and nine to 11 weeks later at delayed posttest (PPS), and in improving general problem solving (GMADE posttest) and, if so, is it equally effective for classroom/teacher and student characteristics such as teacher gender, percentage of students receiving special education services in a classroom, years of teaching experience, and student race and gender across three U.S. states? The pooled data findings clarify that SBI improves students' mathematical problem solving, more so for proximal than distal measures. These findings also show Black and Hispanic students continue to lag behind White students, teachers with more experience tend to be associated with higher performing classrooms, and increasing concentrations of FRL and students receiving special education services are generally associated with weaker performances. These and other findings provide an empirical adjudication of results from individual studies and represent an opportunity to enhance generalizability of the effectiveness of SBI. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01