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dc.contributor.authorJitendra, Asha K.
dc.contributor.authorStar, Jon R
dc.contributor.authorRodriguez, Michael
dc.contributor.authorLindell, Mary
dc.contributor.authorSomeki, Fumio
dc.date.accessioned2012-10-18T13:49:56Z
dc.date.issued2011
dc.identifier.citationJitendra, Asha. K., Jon R. Star, Michael Rodriguez, Mary Lindell, and Fumio Someki. 2011. Improving Students' Proportional Thinking Using Schema-Based Instruction. Learning and Instruction 21, no. 6: 731-745.en_US
dc.identifier.issn0959-4752en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:9767981
dc.description.abstractThis study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content.en_US
dc.language.isoen_USen_US
dc.relation.isversionofdoi:10.1016/j.learninstruc.2011.04.002en_US
dash.licenseOAP
dc.titleImproving Students' Proportional Thinking Using Schema-Based Instructionen_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalLearning and Instructionen_US
dash.depositing.authorStar, Jon R
dc.date.available2012-10-18T13:49:56Z
dc.identifier.doi10.1016/j.learninstruc.2011.04.002*
dash.contributor.affiliatedStar, Jon


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