Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2020-05-01 DOI:10.1177/0731948718823080

S. Cook, Lauren W. Collins, Lisa L. Morin, P. Riccomini

引用次数: 34

Abstract

The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K–12. Using the Council for Exceptional Children’s quality indicators (QIs) and standards, we reviewed both single-case and group design studies to classify the evidence of SBI. Results of this review indicate that SBI is a potentially evidence-based practice (EBP) for students with learning disabilities. Implications and directions for research and practice are presented.

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基于图式的数学应用题教学:对学习障碍学生的循证评价

本综述的目的是确定基于模式的教学（SBI）的证据库分类，作为改善K-12年级学习或数学残疾学生数学单词解决结果的干预措施。使用特殊儿童质量指标委员会（QIs）和标准，我们审查了单案例和小组设计研究，以对SBI的证据进行分类。这项审查的结果表明，SBI是一种潜在的基于证据的实践（EBP），适用于有学习障碍的学生。提出了研究和实践的意义和方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.