Enhancing mathematical problem solving among third-grade students with schema-based instruction

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Teaching and Learning About Whole Numbers in Primary School (2016, background): “Schema-based instruction in problem solving has many proponents (e.g., Chen 1999; Fuchs et al. 2004a, b; Jitendra and Hoff 1996; Marshall 1995).”
A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, methodology): “Table 1 suggests that the largest effect size (d = 11.82) was from the study of L. S. Fuchs et al. (2004), and the three negative sizes were from Jitendra, Griffin, Deatline-Buchman, and Sczesniak (2007); Ginsburg-Block and Fantuzzo (1998); and Toppel (2004).”
The Taxonomy of Intervention Intensity (2016, background): “Word-problem instruction relies on schema theory (L. S. Fuchs et al., 2004; L. S. Fuchs et al., 2010), with which students learn the structure of different word-problem types.”
Extending Responsiveness to Intervention to Mathematics at First and Third Grades (2007, background): “Referred to as “Hot Math,” this intervention has been validated in a series of randomized controlled trials, with effect disaggregated for high-, average-, and low-performing third-grade students (e.g., Fuchs et al., 2003; Fuchs et al., 2004a; Fuchs et al., 2004b).”