Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction.

• Asha K. Jitendra ^[3] ; Michael R. Harwell ^[1] ; Soo-hyun Im ^[2] ; Stacy R. Karl ^[1] ; Susan C. Slater ^[1]
  1. [1] University of Minnesota

     University of Minnesota

     City of Minneapolis, Estados Unidos

     
  2. [2] Columbia University

     Columbia University

     Estados Unidos

     
  3. [3] University of California, Riverside

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 6, 2019, págs. 1045-1062
• Idioma: inglés
• DOI: 10.1037/edu0000335
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• Dialnet Métricas: 2 Citas
• Resumen

  • 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). (PsycINFO Database Record (c) 2019 APA, all rights reserved)