This research aimed to compare the effects of self-drawn schemas and teacher-provided schemas on word problem solving for 3rd and 4th graders. The subjects included 174 students: 70 3rd graders and 104 4th graders. The results are as follows:
1. Teacher-provided schemas had immediate effects.
2. Self-drawn schemas were also helpful.
3. Self-drawn schemas took more time than teacher-provided schemas.
4. Self-drawn schemas had extra burdon for the students.
5. Teacher-provided schemas were more effective than self-drawn schemas.
6. Schemas had similar effects for result unknown, start unknown, and middle
unknown problems.
7. There were significant differences between 3rd graders and 4thgraders in operating
multiplication, division, and fractions.
