The Influnce Of Schema-Based Instruction On Mathematical Problem Solving Transfer Among Third-Grade Primary School Students

Based on lots of references of transfer of mathematical problem-solving,this article summarizes the development on the concepts,research methods,theories,as well as the status of mathematical problem-solving research in these days.We then make a thorough analysis towards the argues that the researchers focus on and try to design an experiment to prove and solving these problems.The purpose of this study were to assess the effects of schema-based instruction in promoting mathematical problem-solving and schema development.135primary school students of Third-Grade were assigned randomly to three conditions: schema-based instruction, schema-based instruction with practice in sorting word problems into schemas and contrast conditions.The experiment lasting 6 weeks.Students were pre-posttested on mathematical problem-solving and schema development tests. The results show:1.Students receiving schema-based instruction without sorting practice ,improved more than the contrast group on far-transfer problems performance and schema development in the post measure;2. Students receiving schema-based instruction with sorting practice ,improved more than the contrast group on far-transfer problems performance and schema development in the post measure;3.Schema-based instruction with sorting practice group's schema development exceed that of the schema-based instruction group;4.There is no remarkable interaction between schema-based instruction and students`orignalperformance.;5.There was no remarkable interaction between schema-based instruction and sex.