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

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...

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Bibliographic Details
Published inJournal of educational psychology Vol. 111; no. 6; pp. 1045 - 1062
Main Authors Jitendra, Asha K, Harwell, Michael R, Im, Soo-hyun, Karl, Stacy R, Slater, Susan C
Format Journal Article
LanguageEnglish
Published American Psychological Association 01.08.2019
Subjects
Ethnicity
Faculty Development
Gender Differences
Grade 7
Mathematical Concepts
Mathematical Logic
Mathematics Instruction
Middle School Students
Problem Solving
Racial Differences
Schemata (Cognition)
Student Characteristics
Teaching Methods
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Summary: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).
ISSN:0022-0663
DOI:10.1037/edu0000335