Glover, Lauren2019-12-102019-12-102019-12http://hdl.handle.net/11603/16687The 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.20 pagesen-USThis 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.Education -- Research papers (Graduate).Text