Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving

被引：27

作者：

Jitendra, Asha K. ^{[1
]}

Star, Jon R. ^{[2
]}

机构：

[1] Univ Minnesota, Minneapolis, MN 55455 USA

[2] Harvard Univ, Cambridge, MA 02138 USA

来源：

THEORY INTO PRACTICE | 2011年 / 50卷 / 01期

关键词：

3RD-GRADE STUDENTS; KNOWLEDGE; MATH;

D O I：

10.1080/00405841.2011.534912

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psychology, and mathematics education. This innovative instructional approach encourages students to look beyond surface features of word problems to grasp the underlying mathematical structure of ratio and proportion problems. In addition, SBI introduces students to multiple strategies for solving ratio and proportion problems and encourages the selection of appropriate strategies.

引用

页码：12 / 19

页数：8

共 50 条

[1] A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties
Jitendra, Asha K.
Harwell, Michael R.
Dupuis, Danielle N.
Karl, Stacy R.
[J]. JOURNAL OF LEARNING DISABILITIES, 2017, 50 (03) : 322 - 336
[2] The effects of schema-based instruction on the mathematical word-problem-solving performance of students with learning disabilities
Jitendra, AK
Hoff, K
[J]. JOURNAL OF LEARNING DISABILITIES, 1996, 29 (04) : 422 - 431
[3] Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities
Cook, Sara Cothren
Collins, Lauren W.
Morin, Lisa L.
Riccomini, Paul J.
[J]. LEARNING DISABILITY QUARTERLY, 2020, 43 (02) : 75 - 87
[4] Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders
Peltier, Corey
Vannest, Kimberly J.
[J]. EDUCATION AND TREATMENT OF CHILDREN, 2016, 39 (04) : 521 - 543
[5] Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism
Rockwell, Sarah B.
Griffin, Cynthia C.
Jones, Hazel A.
[J]. FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES, 2011, 26 (02) : 87 - 95
[6] Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder
Cox, Sarah K.
Root, Jenny R.
[J]. REMEDIAL AND SPECIAL EDUCATION, 2020, 41 (03) : 139 - 151
[7] The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders
Peltier, Corey
Vannest, Kimberly J.
[J]. BEHAVIORAL DISORDERS, 2018, 43 (02) : 277 - 289
[8] Cognitive Strategy Instruction for Mathematical Word Problem-solving of Students with Mathematics Disabilities in China
Zhu, Nan
[J]. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 2015, 62 (06) : 608 - 627
[9] Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms
Griffin, Cynthia C.
Jitendra, Asha K.
[J]. JOURNAL OF EDUCATIONAL RESEARCH, 2009, 102 (03): : 187 - 201
[10] Enhancing mathematical problem solving among third-grade students with schema-based instruction
Fuchs, LS
Fuchs, D
Prentice, K
Hamlett, CL
Finelli, R
Courey, SJ
[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2004, 96 (04) : 635 - 647

← 1 2 3 4 5 →