This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with applied problems (TBI). Results showed that both EAI and TBI students benefited from instruction in their math class, but EAI students were able to maintain and transfer what they learned in the technology education classroom several weeks later. The performance level of students with disabilities was low in both groups, but additional small-group instruction in special education settings helped several students with disabilities achieve at levels commensurate with their peers without disabilities.
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