Using Schema-Based Instruction to Improve Mathematical Word Problem Solving Skills

Elizabeth A. Nye

Abstract

This case study analyzed the effect of Schema-Based Instruction on mathematical word problem solving skills. One student, who had just completed the fourth grade in a Midwestern urban charter school, participated in this study. Twelve items from the Test of Mathematical Abilities-Second Edition (Brown, Cronin, & McEntire, 1994) were used as a pre- and post-test to determine growth in mathematical word problem solving skills. Informal, researcher-designed assessments were on-going and used as additional means of assessing the effectiveness of the intervention. This 15-session summer intervention was delivered in a one-on-one setting over the course of four weeks. Results indicated a significant improvement in mathematical word problem solving skills as a result of the Schema-Based Instruction Intervention.