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Autor/inn/en | Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Hamlett, Carol L.; Finelli, Robin; Courey, Susan J. |
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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 |
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 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |