Schema-based instruction theoretical framework: an elaboration of schema theory integrating four instructional components

Design · All designs
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 causal), q4 · 0 of 1 report an effect size · 3 claims rest on one study

Description

SBI's theoretical framework is "an elaboration of schema theory" guided by cognitive models of mathematical problem solving (Mayer, 1999). The intervention integrates four major components: a focus on the mathematical structure of problems, use of visual representations (schematic diagrams), explicit problem solving and metacognitive strategy instruction, and an emphasis on procedural flexibility. These components correspond with What Works Clearinghouse recommendations and address CCSS mathematical practices. Instruction uses the four-step DISC strategy (Discover the problem type, Identify information, Solve, Check) with teacher modeling, scaffolded dialogues, and deep-level questions.

Design Implications

Context

Requirements

• Teachers require professional development (16 hours in this study) to learn to sort problems by type, use schematic diagrams, generate estimates, and select among multiple solution strategies

Constraints

• The framework was evaluated for seventh-grade proportional problem solving involving ratios/rates and percents; effects did not extend to a standardized general mathematics measure in this study

Target Learners

• seventh-grade middle school students

Learning Goals

• proportional reasoning with ratios, rates, and percents
• problem solving and metacognitive strategy use
• procedural flexibility in selecting solution methods

Claims

• Sbi Improves Proportional Problem Solving Posttest [+S]
• Sbi Retention Proportional Problem Solving 9 Weeks [+S]
• Sbi No Effect Gmade Process Applications [~M]

Related Designs

Examples

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Key Sources

• Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G., & Slater, S. C. (2015). Effects of a research-based intervention to improve seventh-grade students’ proportional problem solving: A cluster randomized trial. Journal of Educational Psychology. https://doi.org/10.1037/edu0000039

Page metadata

Field	Value
type	design
id	sbi-schema-theory-four-component-framework-proportional
title	Schema-based instruction theoretical framework: an elaboration of schema theory integrating four instructional components
description	SBI's theoretical framework is "an elaboration of schema theory" guided by cognitive models of mathematical problem solving (Mayer, 1999).
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — jitendra-2015

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