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Schema-based instruction (SBI) for proportional problem solving

Design · All designs
Evidence · 3 claims (2 for, 1 mixed) · 1 study, q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description

SBI is an instructional approach rooted in schema theory that incorporates cognitive models of mathematical problem solving and integrates features such as explicit and systematic instruction, scaffolding with guided questions, corrective feedback, and frequent cumulative review. In this study it comprised four components: "activation of the mathematical structure of problems", "representation of information in the problem using diagrams", "development of procedural flexibility through selection and use of appropriate solution strategy", and problem-solving and metacognitive strategy instruction. Teachers implemented two replacement units (Ratio/Proportion and Percent) with teacher guides, visual diagrams, problem-solving checklists, and student workbooks.

Design Implications

Context

Requirements

  • Teachers require professional development covering SBI key features, problem-type sorting, schematic diagrams, ballpark estimates, and multiple solution strategies, as delivered in the study's intensive 2-day (16 hr) training
  • Teacher professional development covering implementation of SBI components, including sorting problems by type, using schematic diagrams, generating ballpark estimates, and selecting appropriate solution methods
  • Teaching materials such as visual diagrams, problem solving checklists, teacher guide, and student workbook and homework books

Constraints

  • The study did not address exactly what features of the SBI intervention were most effective, and it is not known whether certain components are more relevant for some students than others
  • In this study the intervention ran six weeks of daily instruction, below the 12-week criterion recommended in best evidence syntheses, and percent effects were not sustained at delayed posttest

Target Learners

  • seventh-grade students with mathematics problem-solving difficulties (below the 35th percentile)
  • Seventh-grade students with mathematics difficulties in problem solving (below the 35th percentile on a problem-solving measure)

Learning Goals

  • proportional problem solving involving ratio, proportion, and percent
  • Proportional problem solving across ratio, proportion, and percent topics

Claims

Examples

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Key Sources

  • Jitendra, A. K., Harwell, M. R., Dupuis, D. N., & Karl, S. R. (2017). A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties. Journal of Learning Disabilities, 50(3), 322–336. https://doi.org/10.1177/0022219416629646
  • Jitendra, A. K., Harwell, M. R., Dupuis, D. N., & Karl, S. R. (2017). A randomized trial of the effects of schema-based instruction on proportional problem solving for students with mathematics problem-solving difficulties. Journal of Learning Disabilities. https://doi.org/10.1177/0022219416629646
Page metadata
Field Value
type design
id schema-based-instruction-proportional-problems
aliases schema-based-instruction-proportional-reasoning
title Schema-based instruction (SBI) for proportional problem solving
description SBI is an instructional approach rooted in schema theory that incorporates cognitive models of mathematical problem solving and integrates features such as explicit and systematic instruction, scaffolding with guided...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — jitendra-2017

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