Abstract
This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psychology, and mathematics education. This innovative instructional approach encourages students to look beyond surface features of word problems to grasp the underlying mathematical structure of ratio and proportion problems. In addition, SBI introduces students to multiple strategies for solving ratio and proportion problems and encourages the selection of appropriate strategies.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 12-19 |
| Number of pages | 8 |
| Journal | Theory into Practice |
| Volume | 50 |
| Issue number | 1 |
| DOIs | |
| State | Published - Dec 2011 |
Bibliographical note
Funding Information:This article is based on research supported by the Institute of Education Sciences, U.S. Department of Education, through Grant # R305K060075. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.
