Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction.

By Asha K. Jitendra, Jon Star, Kristin Starosta, Jayne M. Leh, S. Sood, Grace I. L. Caskie, C. L. Hughes, Toshi R. Mack. 2009

138 citations recorded by the source corpus.

Abstract The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

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In Developmental and Educational Psychology

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Citations in the corpus

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, background): “…mathematics skills, such as rational numbers (Bailey, Hoard, Nugent, & Geary, in press; Mazzocco & Devlin, 2008), geometry (Cawley, Foley, & Hayes, 2009), algebra (Impecoven-Lind & Foegen, 2010), and proportions and ratios (Jitendra et al., 2009), can cause difﬁculty for students with MD.”
Supported Self-Explaining during Fraction Intervention. (2015, result): “It also corroborates previous schema-based instruction research on word problems with whole and rational numbers (Fuchs et al., 2003, 2009, 2010; Jitendra & Star, 2012; Jitendra et al, 2011; Jitendra et al., 2009).”
The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “Students with MD, however, can improve mathematics performance when exposed to explicit instruction (e.g., Fuchs et al., 2008; Jitendra et al., 2009) and instruction connecting mathematical concepts and procedures (Miller & Hudson, 2006).”
Improving Students' Proportional Thinking Using Schema-Based Instruction (2011, methodology): “This finding parallels that of the Jitendra et al. (2009) study, which used a statewide mathematics achievement problems from a narrower content domain (proportionality and probability) than the broad mathematics achievement test in the Jitendra et al., would increase the likelihood of SBI student…”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, methodology): “…(g = 1.24) when students in SBI classes were compared to control students and exceeded the effect sizes reported in the SBI literature for ratio, proportion, and percent problem solving when delivered by classroom teachers rather than researchers (Jitendra et al., 2009; Jitendra et al., 2011).”
Teaching and Learning About Whole Numbers in Primary School (2016, background): “…best fits with a problem; however, it has been found to improve children’s problem-solving skills beyond the effects of peer interaction and to enhance problem-solving skills in children who have difficulties with mathematics (e.g., Fuchs et al. 2004a, b, 2010; Jitendra et al. 2007, 2009, 2011).”