Rhoades, ThomasSarah, BrennanConnell, Kelsey2020-11-302020-11-302020-11-18http://hdl.handle.net/11603/20153The purpose of this study was to examine how teacher implemented strategies and interventions for solving mathematical word problems can help improve the academic self- concept of students with learning disabilities. This study attempted to find out if teachers have utilized a particular problem-solving strategy and if they have found providing constructive feedback in combination with the intervention has helped students have the confidence to solve word problems independently and successfully. The method used in this study was a free response online survey administered to three middle school math teachers who have experience teaching students with learning disabilities. It was found that teachers were unaware of the Schema-Based Instruction strategy but did incorporate aspects of the strategy into their teaching. It was also found that teachers primarily provide words of encouragement as a means of improving academic self-concept but did not consider that the interventions they choose to use is also a factor in students’ academic self- concept. More research in Schema-Based Instruction and how it impacts student academic self-concept is needed.30 pagesenThis 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.Attribution-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nd/3.0/us/schema based instructionself-conceptacademic self-conceptmathematics educationmiddle schoolword problemsEducation -- Research papers (Graduate).Text