Shrinking achievement differences with anchored math problems: Challenges and possibilities

Brian A. Bottge, Enrique Rueda, Ronald C. Serlin, Ya Hui Hung, Jung Min Kwon

Research output: Contribution to journalArticle

45 Citations (Scopus)

Abstract

Multiple measures administered in repeated waves within a nonequivalent dependent variables quasi-experimental design were used to test the effects of a reform-oriented instructional method called Enhanced Anchored Instruction (EAI) on the math achievement of 128 middle school students, including students with learning disabilities (LD). EAI problems are presented in multimedia and hands-on formats, a potential benefit for students with low skills in both reading and math. Overall, students of all ability levels benefited from EAI with effect sizes (η2) ranging from .53 to .59. Results revealed that although students with LD scored lower on pretests, their learning trajectories matched those of students without LD. A maintenance test administered several weeks after instruction showed that students with LD retained what they had learned. Implications for instruction and suggestions for future research are provided.

Original languageEnglish
Pages (from-to)31-49
Number of pages19
JournalJournal of Special Education
Volume41
Issue number1
DOIs
Publication statusPublished - 2007 Mar 1

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Students
Learning Disorders
learning disability
instruction
student
Multimedia
Aptitude
multimedia
Reading
Research Design
Maintenance
Learning
reform
ability
learning

All Science Journal Classification (ASJC) codes

  • Education
  • Rehabilitation

Cite this

Bottge, Brian A. ; Rueda, Enrique ; Serlin, Ronald C. ; Hung, Ya Hui ; Kwon, Jung Min. / Shrinking achievement differences with anchored math problems : Challenges and possibilities. In: Journal of Special Education. 2007 ; Vol. 41, No. 1. pp. 31-49.
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Shrinking achievement differences with anchored math problems : Challenges and possibilities. / Bottge, Brian A.; Rueda, Enrique; Serlin, Ronald C.; Hung, Ya Hui; Kwon, Jung Min.

In: Journal of Special Education, Vol. 41, No. 1, 01.03.2007, p. 31-49.

Research output: Contribution to journalArticle

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