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

DSpace/Manakin Repository

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

Citable link to this page

 

 
Title: Meeting the Needs of Students with Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving
Author: Jitendra, Asha K.; Star, Jon R

Note: Order does not necessarily reflect citation order of authors.

Citation: Jitendra, Asha K., and Jon R. Star. 2011. Meeting the needs of students with learning disabilities in inclusive mathematics classrooms: The role of the schema-based instruction on mathematical problem-solving. Theory Into Practice, 50, no. 1: 12-19.
Full Text & Related Files:
Abstract: In this article, we discuss schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In our most recent research and developmental efforts, we 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.
Published Version: doi:10.1080/00405841.2011.534912
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:4889487
Downloads of this work:

Show full Dublin Core record

This item appears in the following Collection(s)

 
 

Search DASH


Advanced Search
 
 

Submitters