Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction
Saved in:
| 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
