Abstract
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).
| Original language | English (US) |
|---|---|
| Journal | Journal of Educational Psychology |
| DOIs | |
| State | Accepted/In press - Jan 1 2019 |
Fingerprint
Keywords
- Proportional reasoning
- Schema-based instruction
- Seventh-grade students
Cite this
Improving Student Learning of Ratio, Proportion, and Percent : A Replication Study of Schema-Based Instruction. / Jitendra, Asha K.; Harwell, Michael R; Im, Soo Hyun; Karl, Stacy R.; Slater, Susan C.
In: Journal of Educational Psychology, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Improving Student Learning of Ratio, Proportion, and Percent
T2 - A Replication Study of Schema-Based Instruction
AU - Jitendra, Asha K.
AU - Harwell, Michael R
AU - Im, Soo Hyun
AU - Karl, Stacy R.
AU - Slater, Susan C.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - 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).
AB - 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).
KW - Proportional reasoning
KW - Schema-based instruction
KW - Seventh-grade students
UR - http://www.scopus.com/inward/record.url?scp=85060018597&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85060018597&partnerID=8YFLogxK
U2 - 10.1037/edu0000335
DO - 10.1037/edu0000335
M3 - Article
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
SN - 0022-0663
ER -