Download or read book A Replication Study to Evaluate the Effects of Schema Based Instruction on Middle School Students Proportional Problem Solving Performance written by Asha K. Jitendra and published by . This book was released on 2016 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ratio and proportional relationships are of primary importance during the upper elementary and middle school grades (Kilpatrick, Swafford, & Findell, 2001; National Council of Teachers of Mathematics, 1989, 2000; National Mathematics Advisory Panel [NMAP], 2008). These relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (NMAP, 2008). Proportionality involves the concept of ratio and is central to topics in mathematics such as linear functions, scale drawings, similarity, trigonometry, and probability. Proportionality is also at the core of many important concepts in the physical and social sciences. Solving even simple proportion problems is challenging for many children and adolescents when they lack understanding of the problem situation and whether a solution strategy is applicable (Adjiage & Pluvinage, 2007; Fujimura, 2001; Lamon, 2007; Lobato et al., 2010; Miyakawa & Winslow, 2009; NMAP, 2008; Tourniaire & Pulos, 1985; Weinberg, 2002). Although students require instruction that supports the development of underlying concepts and flexible procedures to solve proportion problems (NMAP, 2008; Tourniaire & Pulos, 1985), few intervention studies have been conducted to improve students' learning of ratios and proportions. The purpose of this study was to replicate and extend the study of the schema based instruction (SBI) intervention conducted by Jitendra et al. (in press) that demonstrated impact in proportional problem solving for a homogeneous sample. The following research questions were examined: (1) What are the effects of the SBI intervention on seventh-grade students' proportional problem solving immediately following the intervention and eight weeks following treatment; (2) What are the effects of the SBI intervention on problem solving immediately following the intervention and eight weeks following treatment for students receiving special education services; (3) What are the effects of the SBI intervention on seventh-grade students' general mathematical problem solving; (4) What are the effects of the SBI intervention on general mathematical problem solving for students receiving special education services; and (5) Does the treatment moderate students' learning trajectory over time? The consistent effects in previous randomized studies suggest confidence in the positive effects of SBI in enhancing proportional problem solving (PPS) for all students. This study replicated and extended earlier findings thus enhancing external validity. An SBI effect emerged for the immediate PPS test but unlike the original study (Jitendra et al., in press), participants did not maintain this learning over time for the PPS delayed posttest and the GMADE test. Future research, including a larger sample, is needed to confirm for whom and under what conditions the SBI intervention has positive effects. Tables are appended.
Download or read book The Effects of Schema based Intervention on the Mathematical Word Problem Solving Skills of Middle School Students with Learning Disabilities written by Kyong-Eun Na and published by . This book was released on 2009 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: A schema-based instruction allows students to approach a mathematics problem by focusing on the underlying semantic or problem structure, thus facilitating conceptual understanding and adequate skills. The purpose of this study was to examine the effectiveness of schema-based intervention on the mathematical word problem solving skills of middle school students with learning disabilities in grades 6 and 7. A nonconcurrent multiple baseline design was used for the study. Four middle school students with learning disabilities participated in pre-experimental (i.e., introduction, screening test, and Mathematics Interest Inventory sessions) and experimental (i.e., baseline, intervention, post-intervention test with generalization test, and maintenance test) sessions over a 13-week period. Participants were randomly assigned to a priori baseline durations (i.e., 6, 9, 12, 17 days) (Watson & Workman, 1981). During the intervention phase, students received 12 sessions of individual 30-35 minute schema-based intervention for 6 days (i.e., 2 sessions per day). Students participated in guided and independent practice and were encouraged to ask questions as they worked to master the material taught in each intervention session. During the postintervention phase, the four students' accuracy performance was evaluated by six untimed achievement or generalization tests. The achievement and generalization tests contained a total of 10 one-step multiplication and division word problems. All of the students achieved scores greater than a pre-determined criterion level of 70% accuracy on the six consecutive tests. Two weeks after termination of the post intervention phase, each student's accuracy performance on the achievement and generalization tests was examined during the follow-up maintenance phase. Findings revealed that the four students' performance substantially improved after they received the intervention. All four students achieved scores that exceeded the criterion level (70% accuracy) on the achievement tests during the post intervention phase. These findings provide empirical evidence that schema-based intervention is effective in teaching middle school students with learning disabilities to solve multiplication and division word problems. Limitations of the research and implications for practice and future research are discussed.
Download or read book Mental Efficiency as a Measure of Schema Formation written by Andrea McArthur Capizzi and published by . This book was released on 2006 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self regulated Mathematic Problem solving written by Emily C. Bumpus and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to examine the effectiveness of math problem solving interventions with self-regulated learning (SRL) components on the math problem-solving performance of middle school students with disabilities. A meta-analysis was conducted of all single-case design studies meeting inclusion/exclusion criteria between 2000-2021, resulting in a sample size of 22 studies. Inclusion criteria involved the following: a mathematic problem-solving intervention, math problem-solving performance on real-world word problems as a dependent measure, students in grades 6th-8th or aged 11-14, disability qualification information for participating students, and an observable component of SRL. Independent raters provided secondary coding for all aspects of the initial systematic search and for other components of data analysis. Disabilities represented included intellectual disabilities, learning disabilities, Autism, ADHD/Other Health Impairment, and an auditory processing disorder. Studies took place in a variety of settings both geographically and within school buildings. Interventions involved six general categories of approaches including schema-based instruction, modified schema-based instruction, concrete-representation-abstract method variations, diagram variations, general cognitive strategy instructions, and technology-based approaches. All studies included use of a cognitive or metacognitive strategy that related to self-regulated learning. The results of this study reported an overall large effect size (Tau-U = 0.93) for math problem-solving interventions with self-regulated learning components on math problem-solving performance for middle school students with disabilities. These results were supported through a variety of sensitivity checks. The moderator analysis did not reveal any significant differences across disability category, interventionist, group setting, intervention type, or problem type. The risk of bias assessment determined that few overall domains of bias and few studies had high risks of bias. Future studies conducted in this area should incorporate a more targeted approach to measuring the mediating effects of SRL components on math problem-solving intervention effectiveness. Additional intervention approaches should be attempted with this population that have not been tried previously. The use of a different effect size measure is also recommended when conducting single-case design meta-analysis research.
Download or read book The Effects of Simplified Schema based Instruction on Elementary Students Mathematical Word Problem Solving Performance written by Houbin Lewis Fang and published by . This book was released on 2011 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Modified Schema Based Instruction on Mathematical Percentage Calculation for Students with Extensive Support Needs in an IPSE Program written by Jennifer Anne Graves and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with extensive support needs often struggle with the reading comprehension and mathematics reasoning skills needed to approach real life word problems. There has been research completed on appropriate educational pedagogies to utilize with students at the elementary and middle school levels, but none were found discussing methodologies to use for young adults in inclusive post-secondary education programs. The purpose of this study was to determine the effects of using modified schema-based instruction on mathematical percentage calculation for students with extensive support needs (i.e., moderate to severe intellectual disability, autism spectrum disorder, multiple disabilities) in an IPSE program. Upon visual analysis of results of this single case multiple probe across participants design, researchers found a functional relation between the mathematics treatment package and solving percentage calculations. Study implications, limitations, and suggestions for further research are presented..
Download or read book The Promise of Educational Psychology Teaching for meaningful learning written by Richard E. Mayer and published by . This book was released on 1999 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Connecting Proportionality and Slope written by Diana S. Cheng and published by . This book was released on 2010 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study investigates the relationship between middle school students' proportional reasoning abilities and their understanding of steepness, since steepness may be a key developmental understanding that students need in order to understand slope in algebra. This study uses mixed methods, with a large-scale survey and one-on-one interviews with students. The large-scale survey involves two tests: an adapted version of the Ratio and Proportion Test administered in England for the Concepts in Secondary Mathematics & Science (CSMS) and Increasing Competence & Confidence in Algebra and Multiplicative Structures (ICCAMS) projects, and a steepness test which I created and for which I established content validity and test-retest reliability. The problems on the steepness test involve a comparison of two roofs, two staircases, or two lines. The problems vary by structural difficulty based upon the values of the slopes involved. Analysis of 413 research participants' survey data indicate that approximately 25% of the variability in students' scores on the Steepness test is explained by their performance on the Ratio and Proportion Test. Linear regression has shown that there is a positive correlation between participants' proportional reasoning abilities and their abilities to solve steepness problems. Using paired t-tests, there is evidence of significant difference in students' performance on the three contexts. The difficulties of contexts in the order of difficulty from hardest to easiest are: stairs, roofs, lines. Analyses of interviews with middle school students solving steepness problems indicate that they do use different strategies to solve problems based upon their proportional reasoning levels. Participants who attained higher levels of proportional reasoning used quantitative considerations of two measurements, norming, and rates and ratios to determine relative steepness more frequently than participants who attained lower levels of proportional reasoning. It was concluded that participants' abilities to solve steepness problems are related to their abilities to reason proportionally. The findings of this research contribute to literature on early algebraic reasoning that explores ways in which algebraic topics such as slope can be made accessible to students prior to their formal studies of algebra.
Download or read book STUDY OF SCHEMA COGNITIVE MO written by See-Ming Hui and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Study of Schema and Cognitive Models in Teaching and Learning Geometry" by See-ming, Hui, 許思明, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The aim of this paper is to investigate the role of schema and cognitive models in teaching and learning geometry. Differences in schema structure and problem solving behavior for different ability levels will be analyzed. In this study I will also introduce some instructional design strategies based on the findings. There are three parts in this paper: The pre-test, the instructional design and the post-test. In the pre-test there are two groups of higher secondary school students - high achievers group and low achievers group - participating in a test with different kinds of geometric problem about properties of circle. Questions are designed to test language ability, cognitive loads, problem solving style and generative ability in problem solving. An open-ended question is set to investigate the schema difference for high and low achievers through an analysis by solution path diagram. Results show that high achievers organize their knowledge with structured schema and demonstrate a higher generative ability. In the instructional design part I will present some strategies such as diagram- text integrated teaching to help students overcoming limits of cognitive loads. In the post-test part, low achievers show significant improvements in solving geometric problems after attending the class that is carefully designed with strategies mentioned in the previous part. The effectiveness of instructional design will be evaluated. Subjects: Geometry - Study and teaching (Secondary)
Download or read book Social Science Research written by Anol Bhattacherjee and published by CreateSpace. This book was released on 2012-04-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
Download or read book Ratios and Proportional Relationships Leveled Problems Survey Results written by Anne M. Collins, Ph.D. and published by Teacher Created Materials. This book was released on 2014-07-01 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiate problem solving in your classroom using effective, research-based strategies. This lesson focuses on solving problems related to survey results. The problem-solving mini-lesson guides teachers in how to teach differentiated lessons. The student activity sheet features a problem tiered at three levels.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1983-07 with total page 1082 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book EFFECTS OF CONTEXTUALIZED COLL written by Wai-Hung Leung and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Contextualized, Collaboration-based Instruction on Students' Beliefs of School Mathematics, and Problem-solving Approaches and Performance" by Wai-hung, Leung, 梁偉雄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196215 Subjects: Mathematics - Study and teaching (Secondary) - China - Hong Kong Problem solving - Study and teaching (Secondary) - China - Hong Kong Junior high school students - China - Hong Kong - Attitudes
Download or read book Solving Math Word Problems written by Asha K. Jitendra and published by Pro-Ed. This book was released on 2007 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a detailed-scripted program using Schema-Based Instruction (SBI), designed as a framework for instructional implementation. It is primarily for school practitioners (e.g., special and general education teachers, school psychologists, etc.) teaching critical word problem solving skills to students with disabilities, grades 1-8.
Download or read book The Effects of Flipped Learning on Middle School Students Achievement with Common Core Mathematics written by Jared Montgomery and published by . This book was released on 2015 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common Core State Standards (CCSS) has caused K-12 math teachers to search for new pedagogical strategies to instruct their students. This study investigated whether a popular learning environment called flipped learning is a valuable instructional technique to be used with a seventh grade CCSS's math curriculum that emphasizes problem-based learning. Flipped learning is a form of blended learning that combines information and communication technology with instruction that switches the focus of the classroom instruction from one that is teacher-centered to one that is student-centered. Literature is limited with flipped learning being integrated in a K-12 math classroom. However, literature suggests that flipped learning and California CCSS Mathematics Framework share a commonality based on technology-supported learning, student-centered instruction and problem-based learning activities. This study used a quasi-experimental methodology with a repeated measures design to compare the effects flipped learning had on a group of middle school students' academic achievement in a seventh grade CCSS math class. The two cohorts' (control and intervention group) results from three measures (pre-test and two post-tests) were analyzed using three analyses: difference in average scaled scores, Repeated Measures Analysis of Variance, and t-tests to determine if there was a difference in performance. Though the findings show the effects of flipped learning were insignificant; the results from this study still suggest that flipped learning is equally an effective learning environment for student-centered instruction and/or blending other learning environments for K-12 teachers.
Download or read book Effects of Teaching Problem Solving Through Cooperative Learning Methods on Student Mathematics Achievement Attitudes Toward Mathematics Mathematics Self efficacy and Metacognition written by Edna Leticia Hernández Garduño and published by . This book was released on 1997 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book I ve Seen this Before written by Davina Carla Drachman Klein and published by . This book was released on 1998 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
