Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 1-17 |
| Number of pages | 17 |
| Journal | RMLE Online |
| Volume | 27 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2004 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms. / Bottge, Brian A.; Heinrichs, Mary; Dee Mehta, Zara; Rueda, Enrique; Hung, Ya-Hui; Danneker, Jeanne.
In: RMLE Online, Vol. 27, No. 1, 01.01.2004, p. 1-17.Research output: Contribution to journal › Article
TY - JOUR
T1 - Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms
AU - Bottge, Brian A.
AU - Heinrichs, Mary
AU - Dee Mehta, Zara
AU - Rueda, Enrique
AU - Hung, Ya-Hui
AU - Danneker, Jeanne
PY - 2004/1/1
Y1 - 2004/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=33750388293&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33750388293&partnerID=8YFLogxK
U2 - 10.1080/19404476.2004.11658161
DO - 10.1080/19404476.2004.11658161
M3 - Article
AN - SCOPUS:33750388293
VL - 27
SP - 1
EP - 17
JO - RMLE Online
JF - RMLE Online
SN - 1940-4476
IS - 1
ER -