This study focuses on two approaches for facilitating the process of word problems solving in multi-grade classrooms. The first approach applies Mathematician's Chair strategy and the second approach applies Jitendra's theory (2002) of schema strategy. This study aims to compare Mathematician's Chair strategy and schema strategy with traditional method in word problem solving in multi-grade elementary classrooms. Thus, quasi-empirical research method is used. The participants of the study, 33 boys and girls students in the third and sixth grade in multi- grade classrooms. The quantitative analysis shows that performance of mathematical word problem solving of the students who have been taught through Mathematician's Chair and schema strategy is higher than traditional method.
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