The Evidence on Teaching

A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties

Jitendra AK, Harwell MR, Dupuis DN, Karl SR · 2016

grade Brctdeveloper-ledreplicated
Sample
806 students with mathematics problem-solving difficulties, drawn from the 1,999-student trial
Population
US 7th graders identified as having mathematics problem-solving difficulties.
Design
Subgroup analysis of the 82-classroom scale-up trial, restricted to students with mathematics problem-solving difficulties. Randomization is inherited from the parent trial; outcomes are the same researcher-built proportional problem-solving measures.
Key findings
Explicit schema instruction works for students with mathematics difficulties as well as for their classmates, and the gain holds at nine weeks. This is the source of the 'not contraindicated for strugglers' claim in this archive.
Genetic confound
Randomization inherited from the parent trial. The lens-relevant point is that a structured, explicit technique does not widen the gap between strong and weak students, contrary to the usual expectation that structured instruction most helps the already-able.
Replication notes
Consistent with the Fuchs grade 1-3 schema work in a second laboratory.

Effects

OutcomeMetricValueMeasureTimingVsHorizonClass
Proportional problem solving, students with math problem-solving difficultieseffectSBI group significantly higher than control at posttest and again at the 9-week delayed posttestresearcher-designedend of unit and +9 weeksbusiness-as-usualunder-1yrdomain-skill
Differential benefit by achievement levelpatternstruggling students benefit about as much as their peers — the technique is not contraindicated for low achieversresearcher-designedend of unitbusiness-as-usualend-of-treatmentdomain-skill

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A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties · The Evidence on Teaching