Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning

Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning Mathematics Effective Word-Problem Instruction Using Schemas to Facilitate Mathematical Reasoning Sarah R. Powell and Lynn S. Fuchs TEACHING Exceptional Children, Vol. XX, No. X, pp. 1–12. Copyright 2018 The Author(s). DOI: 10.1177/0040059918777250 In a fourth-grade general education students to approach word problems in students with a general plan for classroom, Mrs. Blanton posts her math these ways discourages mathematical processing and solving word problems lesson’s objective: “Students will solve reasoning and frequently produces (Montague, 2008; Xin & Zhang, 2009), division word problems.” During her incorrect answers. In Table 1, we list and (b) schema instruction, in which instruction, Mrs. Blanton says, “In a eight common key words, identify the students learn to categorize word word problem, the word share tells you to divide.” Mrs. Frank, a special Neither of these approaches—defining problems in education teacher, provides small-group instruction to Mrs. Blanton’s students terms of a single operation or linking key words to with learning disabilities. During small- specific operations—has evidence to support its use. group instruction, she shows students the word problem of the day: “On Wednesday, the coffee shop had 108 operation typically associated with problems within problem types (i.e., customers. The bookstore had 65 each, and provide http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png TEACHING Exceptional Children SAGE

Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning

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Publisher
SAGE Publications
Copyright
© 2018 The Author(s)
ISSN
0040-0599
eISSN
2163-5684
D.O.I.
10.1177/0040059918777250
Publisher site
See Article on Publisher Site

Abstract

Mathematics Effective Word-Problem Instruction Using Schemas to Facilitate Mathematical Reasoning Sarah R. Powell and Lynn S. Fuchs TEACHING Exceptional Children, Vol. XX, No. X, pp. 1–12. Copyright 2018 The Author(s). DOI: 10.1177/0040059918777250 In a fourth-grade general education students to approach word problems in students with a general plan for classroom, Mrs. Blanton posts her math these ways discourages mathematical processing and solving word problems lesson’s objective: “Students will solve reasoning and frequently produces (Montague, 2008; Xin & Zhang, 2009), division word problems.” During her incorrect answers. In Table 1, we list and (b) schema instruction, in which instruction, Mrs. Blanton says, “In a eight common key words, identify the students learn to categorize word word problem, the word share tells you to divide.” Mrs. Frank, a special Neither of these approaches—defining problems in education teacher, provides small-group instruction to Mrs. Blanton’s students terms of a single operation or linking key words to with learning disabilities. During small- specific operations—has evidence to support its use. group instruction, she shows students the word problem of the day: “On Wednesday, the coffee shop had 108 operation typically associated with problems within problem types (i.e., customers. The bookstore had 65 each, and provide

Journal

TEACHING Exceptional ChildrenSAGE

Published: Jun 1, 2018

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