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

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). Participants were 4 fifth graders with LP in a Midwestern urban public elementary school. An adapted multiple-probe-across-participants design was employed to assess the functional relation between the schema-based instructional strategy instruction and students' performance while solving word problems. The results of the study demonstrated the effectiveness of the schema-based instructional strategy with elementary students with 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.