Improving Middle School Students' Knowledge of Ratios and Proportional Relationships: A Replication

• In Event: Poster Session 13
  In Poster Session: Special Education and Math Interventions

Abstract

This study aimed to replicate and generalize findings that demonstrated the efficacy of schema-based instruction on students’ learning of ratios and proportional relationships. Using a randomized controlled study, intervention, and outcome measures, this study was replicated in 20 7th grade math classes in a geographically diverse location. A measure of proportional problem solving (PPS) was administered at pre- and post-testing, and at 11 weeks following treatment, along with a general mathematical problem solving measure at pre- and post-testing. On the PPS, students in the treatment condition outperformed students in the control condition at immediate posttest (g = 0.44), but not at delayed posttest. There were no statistically significant differences for general problem solving. Findings for students with disabilities will be discussed.

Authors

• Asha K. Jitendra, University of Minnesota

• Michael R. Harwell, University of Minnesota

• Stacy R. Karl, University of Minnesota

• Susan Slater, University of Minnesota

• Gregory Simonson, University of Minnesota

• Gena Nelson, University of Minnesota - Twin Cities