Enhancing Mathematical Problem Solving Among Third-Grade Students With Schema-Based Instruction

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Hamlett, Carol L.; Finelli, Robin; Courey, Susan J.
Titel	Enhancing Mathematical Problem Solving Among Third-Grade Students With Schema-Based Instruction
Quelle	In: Journal of Educational Psychology, 96 (2004) 4, S.635-647 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Word Problems (Mathematics); Problem Solving; Schemata (Cognition); Teaching Methods; Grade 3; Elementary School Teachers; Mathematics Instruction; Pretests Posttests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg
Abstract	The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on 4 types of word problems. The 3 16-week conditions were contrast, SBI, and SBI with practice in sorting word problems into schemas. Students were pre- and posttested on mathematical problem-solving tests and were posttested on schema development. Students receiving SBI, with and without sorting practice, improved more than the contrast group on problem-solving measures. Concurrently, the SBI groups' schema development exceeded that of the contrast group, and schema development explained a substantial portion of unique variance in students' posttreatment problem-solving performance. Results also suggested the need for additional research testing the contribution of practice in sorting word problems. (Author).
Anmerkungen	American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail: journals@apa.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10