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2011 Jitendra Star LD Problem Solving SBI
2011 Jitendra Star LD Problem Solving SBI
Copyright © The College of Education and Human Ecology, The Ohio State University
ISSN: 0040-5841 print/1543-0421 online
DOI: 10.1080/00405841.2011.534912
Asha K. Jitendra
Jon R. Star
This article discusses schema-based instruction performance of students with learning disabili-
(SBI) as an alternative to traditional instruction ties (LD). In the authors’ most recent research
for enhancing the mathematical problem solving and developmental efforts, they designed SBI
to meet the needs of middle school students
with LD in inclusive mathematics classrooms
Asha K. Jitendra is a professor of Educational Psychol-
ogy at the University of Minnesota; Jon R. Star is an by addressing the research literatures in spe-
assistant professor of Education at Harvard University. cial education, cognitive psychology, and math-
This article is based on research supported by ematics education. This innovative instructional
the Institute of Education Sciences, U.S. Department approach encourages students to look beyond
of Education, through Grant # R305K060075. The surface features of word problems to grasp the
opinions expressed are those of the authors and do not underlying mathematical structure of ratio and
represent views of the U.S. Department of Education. proportion problems. In addition, SBI introduces
Correspondence should be addressed to Professor students to multiple strategies for solving ratio
Asha K. Jitendra, 245 Education Sciences Building, 56 and proportion problems and encourages the
East River Road, University of Minnesota, Minneapo-
selection of appropriate strategies.
lis, MN 55455-0364. E-mail: jiten001@umn.edu
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Jitendra and Star Schema-Based Instruction for Mathematical Problem-Solving
13
Current Perspectives on Learning Disabilities and ADHD
in her camera initially?, students may focus on instruction that special education promulgates for
the keyword, left, and subtract even though the students with disabilities (Kroesbergen & Van
solution requires addition as the operation. As a Luit, 2003), it draws largely from schema theory
result of applying the key word method, students of cognitive psychology. As such, it addresses
struggling in mathematics have persistent diffi- some of the concerns with traditional problem
culties in mathematical problem solving despite solving instruction primarily by going beyond
plenty of practice. The keyword method does surface features of word problems to identify the
not emphasize the meaning and structure of the problem schema (semantic structure) and analyze
problem and thus may not help students to reason underlying mathematical relationships that are
and make sense of problem situations, which is critical to successful problem solving (Marshall,
crucial in solving novel problems (Ben-Zeev & 1995). Change, group, compare, restate, and vary
Star, 2001). problems represent the set of schemata in the
Third, a general heuristic approach based on domain of arithmetic word problems (Marshall,
George Pólya’s (1990) four-step problem solving 1995). These schemata are categorized into ei-
model (i.e., understand the problem, devise a ther additive or multiplicative structures. Change,
plan, carry out the plan, and look back and group, and compare problems belong to the
reflect) used commonly in mathematics textbooks additive field, because the solution operation is
is problematic for students struggling in math- either addition or subtraction. In contrast, restate
ematics. One concern is that general heuristics (i.e., multiplicative compare) and vary (i.e., equal
do not reliably lead to improvements in stu- groups, proportion) problems belong to the mul-
dents’ word problem solving performance (Lesh tiplicative field, because the solution operation
& Zawojewski, 2007; Schoenfeld, 1992). The is either multiplication or division (Christou &
strategies in the devise a plan step are too general Philippou, 1999).
to support the learning of students struggling in Change problems involve situations in which
mathematics. For example, a common strategy, “there is a permanent change over time in the
to draw a diagram, may not necessarily gen- value of one variable” (Kalyuga, 2006, p. 5).
erate a representation that depicts the relations The change schema usually begins with an initial
between critical elements (e.g., part-to-part or quantity and a direct or implied action causes
part-to-whole comparisons) in the problem es- either an increase or decrease in that quantity.
sential for successful problem solving (Hegarty In the problem, A squirrel made a pile of nuts. It
& Kozhevnikov, 1999). Further, the characteriza- carried away 15 nuts up to its nest. Now there are
tions of strategies in the general method are “de- 38 nuts in the pile. How many nuts were in the
scriptive rather than prescriptive” (Schoenfeld, pile at the beginning? the unknown quantity (the
1992, p. 353) and may not provide the necessary initial number of nuts in the pile) was changed,
detail for individuals who are not already familiar and the resulting quantity is specified. The group
with the strategies to implement them. schema involves a number of smaller groups
combining to form a new larger group, with an
emphasis on the part–part–whole relation. The
Word Problem Solving and SBI group problem, A new baseball bat costs $50. A
new baseball cap costs $10. How much would it
Our instructional approach (SBI), which is cost to buy the baseball bat and cap? requires
intermediate in generality between key word understanding that the unknown quantity (cost
and general heuristic methods, was designed to of the baseball bat and cap) comprises two parts,
address the research literatures from multiple dis- baseball bat ($50) and cap ($10). The compare
ciplines (special education, cognitive psychology, schema involves a situation that compares two
and mathematics education) to meet the diverse distinct, disjoint sets (compared and referent) and
needs of students struggling in mathematics. Al- the relation between the two sets is emphasized.
though SBI incorporates systematic and explicit In the problem, At the park, there were 8 children
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Jitendra and Star Schema-Based Instruction for Mathematical Problem-Solving
on the slide and some children on the swings. ing, other connected pieces of information will
There were 5 more children on the slide than be activated. SBI also borrows from cognitive
on the swings. How many children were on the psychology the use of metacognitive strategy
swings? the two things compared are the number knowledge (e.g., self-monitoring) to facilitate
of children on slides (8) and children on swings reflecting on the problem-solving processes for
(the unknown quantity), and the relation between “comprehending problem statements, organizing
the two sets is a difference of 5. information or data, planning solution attempts,
The restate schema involves situations in executing plans, and checking results” (Cold-
which a relation exists between two things (e.g., berg & Bush, 2003, p. 168). Further, flexible
twice as much as, nth times) and there is a use of well-articulated problem-solving strategies
“restatement of this relationship using values (e.g., unit rate, equivalent fractions) in SBI is
different from those involved in the initial re- based on the mathematics education literature
lation statement” (Kalyuga, 2006, p. 6). This that supports comparing and contrasting mul-
schema represents ratio-type situations such as tiple solution methods (Rittle-Johnson & Star,
the following problem: Orange juice concentrate 2007; Star & Rittle-Johnson, 2009). In light of
is mixed with water in the ratio of 1:3. How working memory deficits evidenced by students
many cans of orange juice need to be mixed with disabilities, SBI explicitly teaches a small
with 6 cans of water? This problem type involves but adequate number of strategies to scaffold
a known relation between two things (1:6 or student learning by providing explicit instruc-
6 times as much), and the same relation applies to tion.
two different values describing the same things: Successful problem solving entails both prob-
unknown amount of orange juice and 6 cans of lem representation (modeling the problem situa-
water, which should be 6 times more than the tion) and problem solution. Expert performance
amount of orange juice concentrate expressed in is characterized by the ability to translate and
cans. So, 1:3 D x: 6, or 2 cans of orange juice integrate information in the problem into a co-
is needed to mix 6 cans of water. In contrast, herent mental representation that mediates prob-
the vary schema represents a situation in which lem solution (Mayer, 1999; Mayer & Hegarty,
“a systematic relationship exists between the 1996). For students with LD, teaching them to
amounts of two different things. If the amount represent the situation described in the problem
of one thing varies (decreases or increases), the using schematic diagrams is critical to reduce
amount of the second thing changes in a fixed working memory resources. As such, SBI focuses
way. These situations could be redescribed as students’ attention on the problem schema (e.g.,
involving ‘IF : : : THEN’ relationship” (Kalyuga, proportion) and helps them represent the relations
2006, p. 6). The vary problem, Yuri can eat 3 between the different elements described in the
hot dogs in 2 minutes. At this rate, how many hot text using schematic diagrams (e.g., Hegarty
dogs can he eat in 6 minutes? describes a relation & Kozhevnikov, 1999; Janvier, 1987; Willis &
between hot dogs eaten and the time taken. If Fuson, 1988). A schematic diagram depicts the
the amount of time increases (three times, in this spatial relations between objects in the problem
instance), then the number of hot dogs eaten will text (Hegarty & Kozhevnikov, 1999) and differs
also increase by three times. from pictorial representations of problems that
These schemata are hierarchically organized, include concrete, but irrelevant details, which
cognitive structures that are acquired and stored “are superfluous to solution of the math problem”
in long-term memory. Because multiple ele- (Edens & Potter, 2006, p. 186). Because the
ments of information are chunked into a single difficulty of the problem may be a function of the
schema, a distinctive feature of schema-based difficulty in understanding the problem situation,
knowledge structures held in long-term mem- the nature of representations in our SBI model
ory is that when one piece of information is not only focus on the problem schema (e.g.,
retrieved from memory during problem solv- proportion) maintained in long-term memory, but
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Current Perspectives on Learning Disabilities and ADHD
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Jitendra and Star Schema-Based Instruction for Mathematical Problem-Solving
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Current Perspectives on Learning Disabilities and ADHD
formed students in a control group on a problem- versity of Oregon, National Center to Improve the
solving test both at posttest and on a delayed Tools of Educators.
posttest administered four months later. In addi- Baxter, J., Woodward, J., Voorhies, J., & Wong, J.
tion, we found a similar pattern of findings for (2002). We talk about it, but do they get it?
students with disabilities (SBI: n D 10; control: Learning Disabilities: Research and Practice, 17,
173–185.
n D 5) at posttest. Use of SBI had a large
Baxter, J., Woodward, J., & Olson, D. (2001). Effects
impact on students’ ratio and proportion problem
of reform-based mathematics instruction in five
solving. The average percent improvement from third-grade classrooms. Elementary School Jour-
pretest to posttest on the PS test was 24% for nal, 101, 529–548.
SBI students compared to only 2% improvement Ben-Zeev, T., & Star, J. R. (2001). Spurious corre-
for the control students. lations in mathematical thinking. Cognition and
Instruction, 19, 253–275.
Christou, C., & Philippou, G. (1999). Role of schemas
in one-step word problems. Educational Research
Summary
and Evaluation, 5, 269–289.
Coldberg, P., & Bush, W. (2003). Using metacognitive
In sum, students with disabilities can suc- skills to improve third graders’ math problem solv-
cessfully learn problem-solving skills when in- ing. Focus on Learning Problems in Mathematics,
struction is designed to promote understanding. 5(10), 29–48.
Moving beyond conventional problem solving Edens, K., & Potter, E. (2006). How students “unpack”
procedures to developing deep understanding of the structure of a word problem: Graphic represen-
the mathematical problem structure and fostering tations and problem solving. School Science and
flexible solution strategies helped SBI students Mathematics, 108, 184–196.
improve their problem solving performance. The Fennema, E., Franke, M., Carpenter, T., & Carey, D.
schematic diagrams in SBI may have provided (1993). Using children’s mathematical knowledge
in instruction. American Educational Research
a “level of concreteness and support to help un-
Journal, 30, 555–583.
derstand key concepts” necessary for successful
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs,
problem solving (Gersten, 2005, p. 203). Other D., Hamlett, C. L., & Fletcher, J. M. (2008).
factors contributing to these students’ successful Effects of preventative tutoring on the mathematical
performance may be attributed to the emphasis problem solving of third-grade students with math
in SBI on metacognitive strategy knowledge to and reading difficulties. Exceptional Children, 74,
monitor problem-solving processes as well as ex- 155–173.
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