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Schemas, rounding, and comparison, oh my!: Supporting students with money word problems.

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Title: Schemas, rounding, and comparison, oh my!: Supporting students with money word problems.
Authors: Bouck, Emily C.1 (AUTHOR) ecb@msu.edu, Cox, Sarah1 (AUTHOR), Long, Holly2 (AUTHOR), Reiley, Sarah1 (AUTHOR)
Source: School Science & Mathematics. Feb2025, Vol. 125 Issue 1, p62-74. 13p.
Subject Terms: *Students with disabilities, *Problem solving, *Word problems (Mathematics), Job vacancies, Prices, Purchasing
Abstract: Purchasing skills are important for students with disabilities, including those with support needs, to access their community and future employment opportunities independently. However, making purchasing and money decisions can involve a variety of mathematics skills like rounding, estimation, and price comparison. Schematic diagrams and schema‐based instruction are researcher‐supported interventions used to support students with disabilities in solving word problems related to purchasing and other money related skills. Researchers in this study explored the use of schematic instruction for teaching rounding, estimating, and number comparison skills to aid students in making purchasing decisions. Two of the three students in the study met the mastery criteria of 100% independence for two consecutive sessions; the third did not. The two students who met mastery criteria also successfully generalized the skills to a simulated shopping experience. Overall, the results suggest the value of schematic diagram but also indicate the need to provide more supports and scaffolds to support some students with disabilities in solving multi‐step word problems. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Schemas, rounding, and comparison, oh my!: Supporting students with money word problems.
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  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+problems+%28Mathematics%29%22">Word problems (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Job+vacancies%22">Job vacancies</searchLink><br /><searchLink fieldCode="DE" term="%22Prices%22">Prices</searchLink><br /><searchLink fieldCode="DE" term="%22Purchasing%22">Purchasing</searchLink>
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  Data: Purchasing skills are important for students with disabilities, including those with support needs, to access their community and future employment opportunities independently. However, making purchasing and money decisions can involve a variety of mathematics skills like rounding, estimation, and price comparison. Schematic diagrams and schema‐based instruction are researcher‐supported interventions used to support students with disabilities in solving word problems related to purchasing and other money related skills. Researchers in this study explored the use of schematic instruction for teaching rounding, estimating, and number comparison skills to aid students in making purchasing decisions. Two of the three students in the study met the mastery criteria of 100% independence for two consecutive sessions; the third did not. The two students who met mastery criteria also successfully generalized the skills to a simulated shopping experience. Overall, the results suggest the value of schematic diagram but also indicate the need to provide more supports and scaffolds to support some students with disabilities in solving multi‐step word problems. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ssm.12664
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      – Code: eng
        Text: English
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        PageCount: 13
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        Type: general
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      – SubjectFull: Word problems (Mathematics)
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      – SubjectFull: Job vacancies
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      – SubjectFull: Prices
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      – SubjectFull: Purchasing
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              M: 02
              Text: Feb2025
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              Y: 2025
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