A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

By Asha K. Jitendra, Danielle Dupuis, Michael C. Rodriguez, Anne F. Zaslofsky, S. Slater, Kelly Cozine-Corroy, Chris Church. The Elementary school journal, 2013

57 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/810603c2022619ff2829b0194a333465e1170631

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Citations in the corpus

Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, unknown): “Critiques from special education scholars about constructivist mathematics tend to assume that teachers teaching from a constructivist view of learning will never be explicit with students, drawing a contrast between “explicit” instruction and “reform” mathematics [38].”
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, background): “…measures of generalized performance or experimenterdeveloped outcome measures (Butler et al., 2003, Fuchs et al., 2005, 2008, 2009, 2013, 2014; Jitendra et al., 1998, 2013; Van Luit & Schopman, 2000; Woodward, 2006; Woodward & Brown, 2006; Xin et al., , 2011; Xin, Jitendra, &…”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, methodology): “One study (Jitendra et al., 2013) provided a detailed attrition analysis section.”
Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving (2017, methodology): “…known as schemas to show the relationships between quantities in the word problem, (b) a heuristic to remember the problemsolving process, (c) the use of explicit instruction to teach the problem-solving process, and (d) metacognitive strategy instruction (Jitendra et al., 2013; Powell, 2011).”