Enhancing Mathematical Problem Solving Among Third-Grade Students With Schema-Based Instruction

• Autores: Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Carol L. Hamlett, Robin Finelli, Susan J. Courey
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 96, Nº. 4, 2004, págs. 635-647
• Idioma: inglés
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• Resumen

  • The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on 4 types of word problems. The 3 16-week conditions were contrast, SBI, and SBI with practice in sorting word problems into schemas. Students were pre- and posttested on mathematical problem-solving tests and were posttested on schema development. Students receiving SBI, with and without sorting practice, improved more than the contrast group on problem-solving measures. Concurrently, the SBI groups' schema development exceeded that of the contrast group, and schema development explained a substantial portion of unique variance in students' posttreatment problem-solving performance. Results also suggested the need for additional research testing the contribution of practice in sorting word problems.