Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction

Flores, Margaret M.; Hinton, Vanessa; Burton, Megan

doi:10.1080/1045988x.2016.1164117

Cited by 23 publications

(20 citation statements)

References 18 publications

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“…Although word-problem solving is demanding for many students (Fuchs, Powell, et al, 2014), students with MD often demonstrate markedly lower performance relative to students without MD (Peake, Jiménez, Rodríguez, Bisschop, & Villarroel, 2015; van Garderen, Scheuermann, & Jackson, 2013). Fortunately, word-problem outcomes for students with MD can improve with word-problem intervention (Flores, Hinton, & Burton, 2016; Fuchs, Powell, et al, 2014; Griffin, Gagnon, Jossi, Ulrich, & Myers, 2018; Swanson et al, 2014; Xin et al, 2011; Zheng, Flynn, & Swanson, 2013).…”

Section: Word-problem Solving and Students With MDmentioning

confidence: 99%

Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.

Powell¹,

Berry²,

Fall³

et al. 2021

Journal of Educational Psychology

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The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n ϭ 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The prealgebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session. Sequential mediation models revealed main effects, in which each intervention condition significantly and substantially outperformed the businessas-usual condition, corroborating prior research on the efficacy of schema word-problem intervention. Yet despite comparable effects on word-problem outcomes between the two word-problem conditions, the process by which effects accrued differed: An indirect path via equal-sign understanding and then equation solving was significant only for the word-problem intervention condition with embedded prealgebraic reasoning instruction. Additionally, the effect of this condition on equal-sign reasoning was strong. Given the link between equal-sign reasoning for success with algebra and the importance of algebra for success with advanced mathematics, results suggest an advantage for embedding prealgebraic reasoning instruction within word-problem intervention. Educational Impact and Implications StatementThis study suggests prealgebraic reasoning is important within math word-problem instruction for third-grade students who experience difficulty with math. Prealgebraic reasoning involves interpreting the equal sign as "the same as" and solving equations (e.g., 3 ϩ __ ϭ 9 or 7 ϭ 13 Ϫ __). As students develop strong prealgebraic reasoning, they are better equipped to solve word problems.

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Section: Word-problem Solving and Students With MDmentioning

confidence: 99%

Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.

Powell¹,

Berry²,

Fall³

et al. 2021

Journal of Educational Psychology

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“…Group sizes ranged from one-on-one (e.g., Fuchs et al, 2008; Peltier & Vannest, 2016, 2018), to small group (e.g., Jitendra, Dupuis, et al, 2013), to whole class (e.g., Griffin & Jitendra, 2009). Intervention sessions ranged from 15–20 min (e.g., Flores, Hinton, & Burton, 2016; Peltier & Vannest, 2016, 2018) to 40–45 min (e.g., Jitendra, Hoff, & Beck, 1999; Rockwell, Griffin, & Jones, 2011) across studies. Last, few studies reported unique data for students with a disability on their performance solving distal word problems.…”

Section: Schema-based Instruction (Sbi)mentioning

confidence: 99%

Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems

et al. 2019

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Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).

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“…This way, students establish basic, familiar knowledge to relate to more difficult, abstract concepts. CRA techniques have made significant progress in mathematics education (Kamina and Iyer, 2009;Mudaly and Naidoo, 2015) and problem solving (Flores et al, 2016), particularly for students who struggle with learning abstract concepts.…”

Section: Mastery Learning and The Novice To Expert Continuummentioning

confidence: 99%

A Functional Contextualist Approach to Mastery Learning in Vocational Education and Training

Parker

Roumell

2020

Front. Psychol.

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Along with technological progress, vocational education and training (VET) is consistently changing. Workforce disruption has serious consequences for workers and international economies, often requiring adults to transition into different occupations or to upskill to maintain employment. We review recent literature covering VET trends, theoretical considerations for the 21st century, and present an approach to workforce training to help workers not only learn necessary skills but also become adaptable to constant change. We suggest a functional contextualist approach to mastery learning achieves this aim. Specifically, we offer suggestions for pedagogy that not only develop skills but also encourage higher order thinking. Within a novice to expert continuum, we suggest deliberate practice, mental simulation, and reflective meaning making as methods to achieve efficiency and transfer-learning outcomes relevant to a changing workforce. This approach recognizes that learning is context bound and should promote broader human capabilities that support both employability and the continuing development of life literacies.

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Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction

Cited by 23 publications

References 18 publications

Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.

Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.

Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems

A Functional Contextualist Approach to Mastery Learning in Vocational Education and Training

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