Expanding Schema-Based Transfer Instruction to Help Third Graders Solve                Real-Life Mathematical Problems

Fuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan; Hamlett, Carol L.

doi:10.3102/00028312041002419

Cited by 78 publications

(93 citation statements)

References 25 publications

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“…In subsequent work (Fuchs et al, 2004b), SBI that addressed transfer instruction on three superficial features was more effective than SBI that addressed transfer instruction on six superficial features. However, the present study is the first to assess the efficacy of SBI tutoring on relatively complex problem types.…”

Section: Transfer Schema Theory and Related Work On Word-problem Inmentioning

confidence: 99%

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?

Fuchs

Craddock

Hollenbeck

et al. 2008

Journal of Educational Psychology

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106

108

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The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3 rd -grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed.Mathematics word problems require the transfer of knowledge to novel situations, and this form of transfer can be difficult to effect (cf. Bransford & Schwartz, 1999;Mayer, Quilici, & Moreno, 1999) especially for primary-grade children (Durnin, Perrone, & MacKay, 1997; Foxman, Ruddock, McCallum, & Schagen, 1991, cited in Boaler, 1993. Whereas a calculations problem is already set up for solution, a word problem requires students to use text to determine what information is unknown and to construct and solve a number sentence for finding that unknown information. So, although calculation skill is foundational to word problems (e.g., Fuchs et al., 2006), it seems likely that for some students, word-problem skill will not develop automatically from instruction on math calculations, but rather that instruction needs to be designed specifically to prevent difficulty with word problems.The context for preventing academic difficulty in the schools has changed over the past 5 years with the introduction of multi-tiered prevention systems. 1 Adapted from the health care system,

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Section: Transfer Schema Theory and Related Work On Word-problem Inmentioning

confidence: 99%

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?

Fuchs

Craddock

Hollenbeck

et al. 2008

Journal of Educational Psychology

Self Cite

106

108

View full text Add to dashboard Cite

show abstract

“…SBI is a promising instructional approach for improving mathematical word problem solving skills for both students at risk for poor problem solving outcomes as well as typically achieving students (e.g., L. S. Fuchs, D. Fuchs, Finelli, Courey, & Hamlett, 2004;Jitendra et al, 2009). SBI is grounded in schema theory, which is based on the notion that acquisition of the problem schema, or underlying structure of the problem, is critical to successful problem solving (Kalyuga, 2006).…”

Section: Research On Schema-based Instruction and Problem Solvingmentioning

confidence: 99%

Improving students’ proportional thinking using schema-based instruction

Jitendra

Star

Rodriguez

et al. 2011

Learning and Instruction

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This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7 th 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.KEYWORDS: word problem solving, ratio and proportion, middle school students, schemabased instruction

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“…In order to effectively use vernacular languages for instruction at universities, it would be critical to have teachers who have both a good command of the particular vernacular language (either as their mother tongue or as a learned second language) as well as adequate knowledge of their subjects of specialisation. In addition, enhancement of a student's performance may require implementation of various complementary strategies, such as schema-based word-problem solving instructions 18,19 and peer-assisted inclusive instructions, 20,21 whenever applicable. Thus proficiency in the language of instruction and content knowledge should be complemented with other supportive and appropriate strategies.…”

Section: Performance Of Studentsmentioning

confidence: 99%

Mother tongue as the medium of instruction at developing country universities in a global context

Nyika¹

2015

S. Afr. J. Sci.

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One of the factors attributed to poor performance of some indigenous students at universities in developing countries is the use of a second language – mainly English and to some extent French – as the language of instruction at the universities. Consequently, policymakers in some developing countries have introduced, or are debating the idea of introducing, local vernacular languages as the official languages of instruction at their respective universities. Indeed, learning the official language of instruction as a second language is an additional hurdle, which to some extent hinders some students from performing well in their university studies. Thus students whose mother tongue is used as the language of instruction at their universities have an advantage over students whose mother tongue is not the language of instruction at their universities. Policies regarding the medium of instruction at universities have a range of short-term and long-term implications, some of which may be easily overlooked yet they may have far reaching repercussions for current and future generations. In this paper, a repertoire of pertinent issues surrounding the use of vernacular languages at universities is explored. These issues include performance of students, quality of graduates produced in terms of employability, university overall productivity, innovation, university competitiveness in the wake of globalisation, preservation of the vernacular languages and contribution towards national as well as global socio-economic development.

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Expanding Schema-Based Transfer Instruction to Help Third Graders Solve Real-Life Mathematical Problems

Cited by 78 publications

References 25 publications

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?

Improving students’ proportional thinking using schema-based instruction

Mother tongue as the medium of instruction at developing country universities in a global context

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