Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes

The purpose of this study was to examine the effectiveness of enhanced anchor instruction and traditional problem instruction in improving the problem-solving performance of 42 seventh-grade students with and without disabilities in general education classrooms. Qualitative research strategies embed...

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Bibliographic Details
Published in:The Journal of special education 2002, Vol.35 (4), p.186-200
Main Authors: Bottge, Brian A., Heinrichs, Mary, Zara Dee Mehta, Hung, Ya-Hui
Format: Article
Language:English
Subjects:
Anchored Instruction
Audiovisual Instruction
Classrooms
Disabilities
Effectiveness
Emotionally disturbed students
Inclusive Schools
Informal Education
Instructional Effectiveness
Learning disabled students
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Instruction
Mathematics Skills
Middle School Students
Middle Schools
People with disabilities
Problem Solving
Qualitative research
Teaching Methods
USA
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Summary:The purpose of this study was to examine the effectiveness of enhanced anchor instruction and traditional problem instruction in improving the problem-solving performance of 42 seventh-grade students with and without disabilities in general education classrooms. Qualitative research strategies embedded in a quasi-experimental, nonequivalent control-group design permitted investigators to describe and compare the problem-solving performances of individual students with disabilities in general education settings. Previous research has suggested that students with disabilities can solve math problems that are meaningful and motivating in remedial settings; however, few studies have examined whether those improvements can be achieved in general education classrooms. Results of this study indicated that the students without disabilities profited from contextualized instruction, but benefits for the students with disabilities were equivocal. Explanations for these findings are offered, and implications for instruction are described.
ISSN:0022-4669
1538-4764
DOI:10.1177/002246690203500401