The Effects of Using Schema-Based Instruction in Math Word Problems on Student Performance in Third Grade

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dc.contributor.authorGlover, Lauren
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-12-10T19:39:52Z
dc.date.available2019-12-10T19:39:52Z
dc.date.issued2019-12
dc.description.abstractThe purpose of this study was to examine the effects of using schema-based instruction in solving math word problems for third grade students. The students were assessed on their ability to identify and solve problems using multiplication and division using a four question pre and postassessment. Students were given instruction in both computation and schema-based instruction daily during the math block. A mid-point assessment was administered at the four week mark and a postassessment administered at the six week mark. Findings from the data show that schema-based instruction had a positive effect on student achievement in solving math word problems.en_US
dc.format.extent20 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m28sqv-5aip
dc.identifier.urihttp://hdl.handle.net/11603/16687
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effects of Using Schema-Based Instruction in Math Word Problems on Student Performance in Third Gradeen_US
dc.typeTexten_US

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