Examining the Sustainability of Schema-Based Instruction in Students' Proportional Problem-Solving Performance

• In Event: 52.028 - Impact of Curriculum and Instruction on Students' Achievement in Mathematics

Abstract

The purpose of this study was to evaluate the sustainability of schema-based instruction (SBI), by comparing student performance in mathematical problem-solving when taught by a SBI-experienced teacher versus a SBI-novice teacher. Seventy-three seventh-grade math teachers and their students (N = 1,860) participated in the study. Results indicated that SBI-novice teachers and SBI-experienced teachers implemented SBI with similar levels of fidelity, and that students in both groups performed equally on posttest and retention tests of proportional problem-solving and on a posttest of general mathematical problem-solving. Results are discussed in terms of their implication for practice.

Authors

• Asha K. Jitendra, University of Minnesota

• Michael R. Harwell, University of Minnesota

• Danielle Nicole Dupuis, CAREI - University of Minnesota

• Stacy R. Karl, University of Minnesota

• Amy Lein, University of Minnesota

• Gregory Simonson, University of Minnesota

• Susan Slater, University of Minnesota