Improving Student Learning of Ratio, Proportion, and Percent: A Replication Study of Schema-Based Instruction

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Im, Soo-hyun; Karl, Stacy R.; Slater, Susan C.
Titel	Improving Student Learning of Ratio, Proportion, and Percent: A Replication Study of Schema-Based Instruction
Quelle	In: Journal of Educational Psychology, 111 (2019) 6, S.1045-1062 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000335
Schlagwörter	Mathematics Instruction; Problem Solving; Grade 7; Mathematical Logic; Mathematical Concepts; Student Characteristics; Teaching Methods; Faculty Development; Schemata (Cognition); Racial Differences; Ethnicity; Gender Differences; Middle School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; School year 07; 7. Schuljahr; Schuljahr 07; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Cognition; Schema; Kognition; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The purpose of this replication study was to provide replication evidence not currently available of the effects of a research-based mathematics program, schema-based instruction, on the mathematical problem-solving performance of 7th-grade students. The replication was implemented in 36 schools in 5 districts; 59 mathematics teachers and their students (N = 1,492) participated in the study. Multilevel hierarchical linear analyses revealed statistically significant differences between conditions on proximal and distal measures of mathematics problem solving, with effects sizes similar to those reported in Jitendra et al. (2015). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01