Using Schema-Based Instruction to Improve Students’ Mathematical Word Problem Solving Performance

2019 ◽  
pp. 595-609
Author(s):  
Asha K. Jitendra
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Based Instruction ◽  
Mathematical Word Problem

Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 81-96
Author(s):  
Chelsi R. Brosh ◽  
Jenny R. Root ◽  
Alicia F. Saunders ◽  
Fred Spooner ◽  
Larry B. Fisher
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Functional Relation ◽  
Literacy Skills ◽  
Future Research ◽  
Instructive Feedback ◽  
Word Problem Solving ◽  
And Mathematics ◽  
Based Instruction ◽  
Mathematical Word Problem

AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using instructive feedback, and two participants demonstrated a further increase following the use of constant-time delay (CTD). The results highlight several implications for practice regarding the feasibility of MSBI with instructive feedback to simultaneously address multiple academic domains or skills. Limitations and suggestions for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document