The Impact of Schema-Based Instruction on Proportional Problem Solving for Students With Mathematics Problem-Solving Difficulties

• In Event: Assessment and Instruction of Problem-Solving Skills

Abstract

This study assessed the efficacy of schema-based instruction (SBI) on the proportional problem-solving performance of seventh-grade students at risk for mathematics difficulties in problem solving (MD-PS). From among 1,999 seventh graders, students were identified as at risk for MD-PS if they scored at or below the 35th percentile on a standardized test of mathematical problem solving. As part of a larger study, teachers and their students were randomly assigned to SBI or the control condition. Teachers in both conditions provided instruction on the topics of ratio, proportion, and percent. Preliminary results indicate a statistically significant treatment effect favoring SBI at posttest (g = 0.67) but not on a delayed posttest administered nine weeks later. Implications for educational practice are discussed.

Authors

• Michael R. Harwell, University of Minnesota

• Danielle Nicole Dupuis, University of Minnesota - Twin Cities

• Asha K. Jitendra, University of Minnesota

• Stacy R. Karl, University of Minnesota - Twin Cities

• Amy Lein, University of Minnesota

• Susan Slater, University of Minnesota