Improving students' proportional thinking using schema-based instruction

被引：48
|
作者：
Jitendra, Asha K. [1 ]
Star, Jon R. [2 ]
Rodriguez, Michael [1 ]
Lindell, Mary [1 ]
Someki, Fumio [1 ]
机构：
[1] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA
[2] Harvard Univ, Harvard Grad Sch Educ, Cambridge, MA 02138 USA
来源：
LEARNING AND INSTRUCTION | 2011年 / 21卷 / 06期
关键词：
Word problem solving; Ratio and proportion; Middle school students; Schema-based instruction; MIDDLE SCHOOL STUDENTS; PROBLEM-SOLVING INSTRUCTION; LEARNING-DISABILITIES; 3RD-GRADE STUDENTS; WORD-PROBLEMS; MODEL; KNOWLEDGE; EMPHASIS; MATH;
D O I：
10.1016/j.learninstruc.2011.04.002
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content. (C) 2011 Elsevier Ltd. All rights reserved.
引用
收藏
页码：731 / 745
页数：15
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