Abstract
This comparative study of two approaches contrasts a schema-based approach to represent a solution approach to solving whole number contextual problems for Grades 2 and 3 with the traditional textbook approach. The participants are 9 to 11-year-old Afghani refugee students enrolled in non-public schools administered by NGO organization in Iran. The subjects have difficulty with grade-level mathematics and have been retained in grade at least one year. Subjects were randomly selected from four classrooms in two schools. The schema-based experimental approach is called the Problem Patterns (PP) approach. Students receiving this instructional approach were taught to break problems into data, units, and desired solution, removing irrelevant information, and make a solution model with manipulatives. Control students followed the traditional classroom approach. All classes were taught by the first researcher. Evaluation results showed the PP students had higher achievement and growth scores than the control students. The results also showed the schema building portion of instruction contributed most to the differences in performance of the experimental groups’ students.
Highlights
En este estudio se comparan dos enfoques, uno basado en esquemas para representar una forma de solución para resolver problemas contextuales con números enteros para los grados 2 y 3, con otro basado en el enfoque tradicional del libro de texto
This section reviews the data outlining the model, data, and demographic data related underpinning the hypothesis that at-risk students taught word problems (WP) through the Problem Patterns (PP) approach in the experimental sections will perform statistically significantly better on the posttest than students taught via traditional teacher led instruction in the control sections
While the entire study involved other questions, covered in additional papers, this paper focuses on the major hypothesis: The post-test performance of at-risk students taught by the PP approach differs statistically (p < 0.05) from the posttest performance of students taught by the traditional method
Summary
En este estudio se comparan dos enfoques, uno basado en esquemas para representar una forma de solución para resolver problemas contextuales con números enteros para los grados 2 y 3, con otro basado en el enfoque tradicional del libro de texto. Los estudiantes en el grupo de control siguieron el enfoque tradicional de la clase. This, in turn, leads to a pattern of unpreparedness for mathematics instruction in the following elementary grades (Jordan, 2007; Jordan et al, 2006; National Mathematics Advisory Panel, 2008; National Research Council, 2009; Starkey et al, 2004) These reports indicate that "low-income children comprise 76% of fourth graders who scored in the lowest 25% for mathematics, an increase of 2% from earlier reports." These, and other, results suggest that the use of effective and systematic intervention for MDs is so important for at-risk children with difficulties in culture, social, and educational venues. The Common Core State Standards in Mathematics (CCSSM) reported that "by the end of kindergarten, children should be able to count to 100 by ones and tens, write numbers from 0 to 20, understand one-to-one correspondence and cardinality, compare numbers, solve addition and subtraction problems with objects, solve word problems (WP), and fluently add and subtract within five, among other skills" (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 332)
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