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Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction
- Issue Date
- Aug-2019
- Publisher
- AMER PSYCHOLOGICAL ASSOC
- Keywords
- schema-based instruction; seventh-grade students; proportional reasoning
- Citation
- JOURNAL OF EDUCATIONAL PSYCHOLOGY, v.111, no.6, pp.1045 - 1062
- Indexed
- SSCI
SCOPUS
- Journal Title
- JOURNAL OF EDUCATIONAL PSYCHOLOGY
- Volume
- 111
- Number
- 6
- Start Page
- 1045
- End Page
- 1062
- ISSN
- 0022-0663
- Abstract
- The purpose of this replication study was to provide replication evidence not currently available of the effects of a research-based mathematics program, schema-based instruction, on the mathematical problem-solving performance of 7th-grade students. The replication was implemented in 36 schools in 5 districts; 59 mathematics teachers and their students (N = 1,492) participated in the study. Multilevel hierarchical linear analyses revealed statistically significant differences between conditions on proximal and distal measures of mathematics problem solving, with effects sizes similar to those reported in Jitendra et al. (2015).
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Related Researcher
- Im, Soo hyun
- COLLEGE OF EDUCATION (DEPARTMENT OF EDUCATION)