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The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study

Lynn S. Fuchs, Rebecca O. Zumeta, Robin Finelli Schumacher, Sarah R. Powell, Pamela M. Seethaler, Carol L. Hamlett and Douglas Fuchs
The Elementary School Journal
Vol. 110, No. 4 (June 2010), pp. 440-463
DOI: 10.1086/651191
Stable URL: http://www.jstor.org/stable/10.1086/651191
Page Count: 24
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Effects of Schema-Broadening Instruction on Second
Graders' Word-Problem Performance and Their Ability to Represent Word
Problems with Algebraic Equations: A Randomized Control Study
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Abstract

Abstract The purpose of this study was to assess the effects of schema-broadening instruction (SBI) on second graders' word-problem-solving skills and their ability to represent the structure of word problems using algebraic equations. Teachers (n = 18) were randomly assigned to conventional word-problem instruction or SBI word-problem instruction, which taught students to represent the structural, defining features of word problems with overarching equations. Intervention lasted 16 weeks. We pretested and posttested 270 students on measures of word-problem skill; analyses that accounted for the nested structure of the data indicated superior word-problem learning for SBI students. Descriptive analyses of students' word-problem work indicated that SBI helped students represent the structure of word problems with algebraic equations, suggesting that SBI promoted this aspect of students' emerging algebraic reasoning.

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