Investigating the Generalizability of a Schema-Based Instructional Approach to Proportional Problem Solving: A Multistate Study

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-5 - Executive Functions, Metacognition, and Problem Design in Mathematics Learning

Abstract

The purpose of this study was to investigate the generalizability of a research-based mathematics intervention, schema-based instruction (SBI), using data from three studies spanning three U.S. states. Teachers and their classrooms in each study were randomly assigned to either a treatment (SBI) intended to improve student’s proportional problem solving or control condition. Integrated data analysis (Curran & Hussong, 2009) was used to justify the analysis of data collected in 152 seventh-grade classrooms for 3,846 students. Results support the effectiveness of SBI in improving students’ proportional reasoning and identify classroom/teacher and student characteristics for which SBI is more or less effective, clarifying the population of classrooms/teachers and students SBI can be used effectively. Implications for intervention research are discussed.

Authors

• Michael R. Harwell, University of Minnesota

• Asha K. Jitendra, University of California - Riverside

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

• Soo-hyun Im, Teachers College, Columbia University

• Susan Slater, University of Minnesota