Enhancing mathematical problem solving among third-grade students with schema-based instruction
Enhancing mathematical problem solving among third-grade students with schema-based instruction
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DOI：
10.1037/0022-0663.96.4.635
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发表时间：
2004-12-01
影响因子：
4.9
通讯作者：
Courey, SJ
中科院分区：
文献类型：
--
作者：
Fuchs, LS;Fuchs, D;Courey, SJ
本研究的目的是评估基于图式的教学（SBI）促进数学问题解决的效果，并探讨图式归纳作为数学问题解决发展的一种机制。24名三年级教师，366名学生，被随机分配到提供4种类型的文字问题的指导条件。3个16周的条件是对比，SBI，SBI与实践中的排序到图式的文字问题。学生进行了数学问题解决测试的前测和后测，并对图式发展进行了后测。接受SBI的学生，有和没有排序的做法，提高了解决问题的措施比对照组。同时，SBI组的图式发展超过了对照组，图式发展解释了学生治疗后问题解决表现的独特差异的很大一部分。结果还表明，有必要进行更多的研究测试的贡献，实践排序的文字问题。
The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on 4 types of word problems. The 3 16-week conditions were contrast, SBI, and SBI with practice in sorting word problems into schemas. Students were pre- and posttested on mathematical problem-solving tests and were posttested on schema development. Students receiving SBI, with and without sorting practice, improved more than the contrast group on problem-solving measures. Concurrently, the SBI groups' schema development exceeded that of the contrast group, and schema development explained a substantial portion of unique variance in students' posttreatment problem-solving performance. Results also suggested the need for additional research testing the contribution of practice in sorting word problems.