Advancing Word Problem Skills in Secondary Students with Math and at Risk for Learning Disabilities: The Effectiveness of Schema-Based Instruction
Location
Group Two Sessions: Room 129
Start Date
23-2-2024 11:00 AM
End Date
23-2-2024 11:50 AM
First Presenter's Brief Biography
Jonté A Myers, Ph.D., is an Assistant Professor of Special Education in the Department of Learning Sciences of the College of Education and Human Development at Georgia State University in Atlanta, USA. His work focuses on mathematics instruction, interventions, and evidence-based practices for students with mathematics difficulties (MD), such as students with and at risk for learning disabilities (LD). He also conducts quantitative research on teacher quality and effectiveness related to mathematics outcomes for MD.
Presentation Type
Concurrent Session
no
Abstract
Secondary students with and at-risk for learning disabilities (LD) often encounter challenges when solving math word problems. Fortunately, there is promising evidence that schema-based instruction (SBI) can significantly improve their proficiency in solving these word problems. This presentation will address the specific difficulties that adolescents with LD face when dealing with word problems and will also offer practical models for implementing SBI to assist students in solving word problems.
Conference Strands
Evidence-Based Practices
Description
The proposed presentation on schema-based instruction (SBI) for secondary students with and at risk for learning disabilities (LD) aligns with the conference's overarching theme of "Evidence-Based Practices." In an era of evolving educational strategies, anchoring our approaches in data-driven, proven methods is paramount. This presentation effectively represents this conference theme by addressing the pressing challenges faced by adolescents with LD in math word problems and outlining the efficacy of SBI, an evidence-based practice, as a viable solution to enhance their problem-solving abilities.
Secondary students with LD confront significant challenges when solving math word problems. Chief among these hurdles is deciphering mathematical concepts and applying them to real-world situations, often entailing complex language and intricate sequences of steps. Such complexities can confuse students with LD, leading to frustration and a possible obstacle to their academic progress.
The presentation commences by recognizing and explaining these challenges, shedding light on their real-world implications. It underscores the significance of understanding these difficulties for educators, parents, and policymakers, emphasizing the urgency of devising effective interventions. At the heart of this presentation is SBI, a structured, evidence-based approach that effectively guides students through problem-solving using organized schemas—cognitive structures that aid in processing complex information. SBI represents a practical approach that can improve the word problem-solving skills of secondary students with LD.
The presentation offers practical models for effectively implementing SBI within educational contexts. These models are supported by best practices and validated through extant research findings analysis. The proposed presentation embodies the principles of "Evidence-Based Practices" by disseminating theoretical knowledge and providing actionable, empirically grounded guidelines. These guidelines empower educators, parents, and all stakeholders to apply the concept of SBI effectively in real-world settings.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Advancing Word Problem Skills in Secondary Students with Math and at Risk for Learning Disabilities: The Effectiveness of Schema-Based Instruction
Group Two Sessions: Room 129
Secondary students with and at-risk for learning disabilities (LD) often encounter challenges when solving math word problems. Fortunately, there is promising evidence that schema-based instruction (SBI) can significantly improve their proficiency in solving these word problems. This presentation will address the specific difficulties that adolescents with LD face when dealing with word problems and will also offer practical models for implementing SBI to assist students in solving word problems.
