Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 186-200 |
| Number of pages | 15 |
| Journal | Journal of Special Education |
| Volume | 35 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2002 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Rehabilitation
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Weighing the benefits of anchored math instruction for students with disabilities in general education classes. / Bottge, Brian A.; Heinrichs, Mary; Zara Dee Mehta, Mary; Hung, Ya Hui.
In: Journal of Special Education, Vol. 35, No. 4, 01.01.2002, p. 186-200.Research output: Contribution to journal › Article
TY - JOUR
T1 - Weighing the benefits of anchored math instruction for students with disabilities in general education classes
AU - Bottge, Brian A.
AU - Heinrichs, Mary
AU - Zara Dee Mehta, Mary
AU - Hung, Ya Hui
PY - 2002/1/1
Y1 - 2002/1/1
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=0036003704&partnerID=8YFLogxK
U2 - 10.1177/002246690203500401
DO - 10.1177/002246690203500401
M3 - Article
AN - SCOPUS:0036003704
VL - 35
SP - 186
EP - 200
JO - Journal of Special Education
JF - Journal of Special Education
SN - 0022-4669
IS - 4
ER -