November 2008, Vol. 39, Issue 5
The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Prealgebraic Conceptualization of Multiplicative Relations
Yan Ping Xin
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.
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