Integrating Reform-Oriented Math Instruction in Special Education Settings
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| Title: | Integrating Reform-Oriented Math Instruction in Special Education Settings |
|---|---|
| Language: | English |
| Authors: | Bottge, Brian A., Rueda, Enrique, LaRoque, Perry T. |
| Source: | Learning Disabilities Research & Practice. May 2007 22(2):96-109. |
| Availability: | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Learning Activities, Class Activities, Problem Solving, Qualitative Research, Control Groups, Learning Disabilities, Educational Change, Mathematics Instruction, Special Education, Computation, Standardized Tests, Scores, Mathematical Concepts, Teaching Methods |
| DOI: | 10.1111/j.1540-5826.2007.00234.x |
| ISSN: | 0938-8982 |
| Abstract: | This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest-posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control conditions. Scores on the curriculum-aligned and standardized measures showed improved problem-solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day-to-day classroom activities. The findings showed that problem-based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand. |
| Abstractor: | Author |
| Number of References: | 66 |
| EIS Cited: | ED498555 |
| Entry Date: | 2007 |
| Accession Number: | EJ762701 |
| Database: | ERIC |
| Abstract: | This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest-posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control conditions. Scores on the curriculum-aligned and standardized measures showed improved problem-solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day-to-day classroom activities. The findings showed that problem-based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand. |
|---|---|
| ISSN: | 0938-8982 |
| DOI: | 10.1111/j.1540-5826.2007.00234.x |
