An Exploratory Study of Schema-Based Word-Problem—Solving Instruction for Middle School Students with Learning Disabilities: An Emphasis on Conceptual and Procedural Understanding

摘要: This exploratory study extends the research on schema-based strategy instruction by investigating its effects mathematical problem solving of 4 middle school students with learning disabilities who were low-performing in mathematics. A multiple-probe-across-participants design included baseline, treatment, generalization, and maintenance. During received schema training schemata (conceptual understanding) solution (procedural understanding). Results indicated that was effective substantially increasing number correctly solved multiplication division word problems for all participants. Maintenance evident 10, 51/2, 21/2 weeks following termination Sara, Tony, Percy, respectively. In addition, generalized to novel