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

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Bibliographic Details
Title: Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction
Language: English
Authors: Flores, Margaret M., Hinton, Vanessa M., Burton, Megan E.
Source: Preventing School Failure. 2016 60(4):345-355.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Intermediate Grades
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Descriptors: Problem Solving, Word Problems (Mathematics), Intervention, Teaching Methods, Mathematics Instruction, Computation, Schemata (Cognition), Mathematical Logic, Grade 3, Elementary School Mathematics, Program Effectiveness, Mathematics Skills, Graphs
DOI: 10.1080/1045988X.2016.1164117
ISSN: 1045-988X
Abstract: Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA) sequence with explicit instruction improves students' computational skills. Researchers also show that schema-based instruction increases students' problem-solving performance. This study combined CRA and schema-based instruction for three students receiving tertiary interventions for mathematics instruction. A functional relation was found for the three students' problem-solving performance. The researchers also interviewed each student to gain a more complete picture of students' thinking. Results and implications are discussed.
Abstractor: As Provided
Number of References: 27
Entry Date: 2016
Accession Number: EJ1110089
Database: ERIC
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Description
Abstract:Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA) sequence with explicit instruction improves students' computational skills. Researchers also show that schema-based instruction increases students' problem-solving performance. This study combined CRA and schema-based instruction for three students receiving tertiary interventions for mathematics instruction. A functional relation was found for the three students' problem-solving performance. The researchers also interviewed each student to gain a more complete picture of students' thinking. Results and implications are discussed.
ISSN:1045-988X
DOI:10.1080/1045988X.2016.1164117