A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties </titleInfo> <name type="personal"> <namePart>Jitendra, Asha K.</namePart> <role> <roleTerm authority="marcrelator" type="text">creator</roleTerm> </role> </name> <typeOfResource>text</typeOfResource> <originInfo> <place> <placeTerm type="code" authority="marccountry">xx</placeTerm> </place> <dateIssued>2017</dateIssued> <dateIssued encoding="marc">9999</dateIssued> <issuance>monographic</issuance> </originInfo> <language> <languageTerm authority="iso639-2b" type="code">und</languageTerm> </language> <physicalDescription> <form authority="marcform">print</form> <extent>pages 322–336, May/June 2017</extent> </physicalDescription> <note type="statement of responsibility">Asha K. Jitendra, Michael R. Harwell, Danielle N. Dupuis, Stacy R. Karl</note> <subject> <topic>SCHEMA-BASED ISNTRUCTION, PROPORTIONAL REASONING; PROBLEM SOLVING; MATHEMATICS DIFFICULTIES</topic> </subject> <relatedItem type="series"> <titleInfo> <title>Journal of Learning Disabilities 50:3 171207