Effective Word-Problem Instruction:
Using Schemas to Facilitate Mathematical
Reasoning
by
Sarah R. Powell
Lynn S. Fuchs
Lai Wai Ni S-PM 0118/18
Purpose of this article...
• Schema instruction as a powerful tool for understanding
and solving word problems among students with learning
disabilities.
• Attack strategy should be practiced alongside schema
instruction.
Attack strategy...
• Address the first phase of word problem solving:
Interpreting the word problem’s meaning
• Address the second phase of word problem solving:
Finding the missing quantity
• Teacher must scaffold student learning of the attack strategy
by decreasing levels of support until the attack strategy
becomes a natural part of a student’s word problem
reasoning.
Find the problem
Read the problem
Organize information using a diagram
Underline the question
Plan to solve the problem
Name the problem type
Solve the problem
Fuchs et al. (2014)
Jitendra & Star (2012)
Detect the problem type
Organize the information using the conceptual model diagram
Transform the diagram into a math equation
Solve for the unknown quantity and check your answer
Xin & Zhang (2009)
Search the word problem
Translate the words into an equation or picture
Answer the problem
Review the solution
Gagnon & Maccini (2001) Read (for understanding)
Paraphrase (your own words)
Visualize (a picture or diagram)
Hypothesize (a plan to solve the problem)
Estimate (predict the answer)
Compute (do the arithmetic)
Check (make sure everything is right)
Montague (2008)
Read and retell the problem to discover the problem type
Underline and map important information onto the schematic
diagram
Decide whether to add or subtract to solve
Write the mathematics sentence and solve it
Write the complete answer
Check the answer
Jitendra et al. (2007)
Read the problem out loud
Look for important words and circle them
Draw pictures to tell what is happening
Write down the math sentence
Write down the answer
Case et al. (1992)
Schemas...
• An effective instructional practice for promoting word
problem performance for students with learning
disabilities across grade levels (Fuchs, Craddock, et al.,
2008; Fuchs et al., 2010; Jitendra & Star, 2011; Powell et
al., 2015)
• 2 types of schemas:
Additive schemas involve addition or subtraction
concepts
Multiplicative schemas involve multiplication or
division concepts
(Additive Schemas) Equations and Graphic
Examples
Schema and Definition Organizers
Lyle has 29 red and green
Combine (Total; Part-part-
apples. If 11 of the apples are
whole)
red, how many green apples
Parts combined for a sum
does Lyle have?
Tabitha wrote 25 more words
Compare (Difference)
than Sasha. If Sasha wrote 85
Sets compared for a
words, how many words did
difference
Tabitha write?
Jorge had $52 but spent some
Change (Join; Separate) money when he went to the
An amount that increases or ballpark. Now, Jorge has $23.
decreases How much did Jorge spend at
the ballpark?
Sources: Fuchs et al., 2010; Griffin & Jitendra, 2009; Van de Walle, Karp, & Bay-
(Multiplicative Schemas)
Graphic Organizers Examples
Schema and Definition
Maria bought 5 cartons of eggs
Equal Groups (Vary)
for a total of 60 eggs. How
A number of equal sets or units
many eggs were in each carton?
Malik picked 7 flowers. Danica
Comparison
picked 3 times as many flowers.
One set as a multiple or part of
How many flowers did Danica
another set
pick?
Sources: Jitendra, DiPipi, & Perron-Jones, 2002; Jitendra & Star, 2011; Van de Walle et al.,
(Multiplicative Schemas)
Graphic Organizers Examples
Schema and Definition
Sally typed 56 words in 2
Proportions (Percentages;
minutes. How many minutes
Unit Rate)
would it take Sally to type 192
Relationships among quantities
words?
Justin baked cookies and
brownies. The ratio of cookies
Ratio to brownies was 3:5. If he
baked 15 cookies, how many
brownies did he bake?
Sources: Jitendra, DiPipi, & Perron-Jones, 2002; Jitendra & Star, 2011; Van de Walle et al.,
Strengths of this article...
• Examples of attack strategies and schemas are stated
clearly and definitely.
• The process of teaching word problem solving by using
schema instruction are described comprehensively.
Weaknesses of this article...
• One of the authors’ claims (effects of using key words
strategy) does not supported by any evidence or
quotation.
• Participants only limited to student with learning
disabilities.
Suggestions...
• Present evidence that agrees with claims.
• Involve general students as participants.
• A great reference for all mathematics teachers, not only
for special education teachers.
Thank You
