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

Autor/inn/en	Jitendra, Asha K.; Dupuis, Danielle N.; Star, Jon R.; Rodriguez, Michael C.
Titel	The Effects of Schema-Based Instruction on the Proportional Thinking of Students with Mathematics Difficulties with and without Reading Difficulties
Quelle	In: Journal of Learning Disabilities, 49 (2016) 4, S.354-367 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414554228
Schlagwörter	Schemata (Cognition); Teaching Methods; Problem Solving; Mathematical Logic; Mathematics Instruction; Mathematical Concepts; Learning Problems; Reading Difficulties; Grade 7; Mathematics Skills; Experimental Groups; Control Groups; Comparative Analysis; Pretests Posttests; Instructional Effectiveness; Middle School Students; Mathematics Tests; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Science Tests; Science Achievement; National Competency Tests; Randomized Controlled Trials; Statistical Analysis; Minnesota; Minnesota Comprehensive Assessment; National Assessment of Educational Progress; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Lernproblem; Reading difficulty; Leseschwierigkeit; School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathematical ability; Statistische Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01