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The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Prealgebraic Conceptualization of Multiplicative Relations

Yan Ping Xin 

November 2008, Volume 39, Issue 5, Page 526

Abstract:
The purpose of this study was to examine the effects of a schema-based instructional strategy   that emphasizes prealgebraic conceptualization of multiplicative relations on solving arithmetic word problems with elementary students with learning disabilities or problems (LP). Introducing symbolic representation and algebraic thinking in earlier grades may facilitate a smoother transition from elementary to higher level mathematics learning and improve middle and high school mathematics performance.  

Keywords:
Grade 5
Research Studies
Algebra
Article
Conceptual Development
Math Coordinator / Coach
Curriculum
Numbers and Operations
Teacher
Intervention
Manipulatives
Problem Solving / Problem Posing
Reasoning and Proof
Representation
Theory