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Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments

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Title: Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments
Language: English
Authors: Bottge, Brian A., Rueda, Enrique, Grant, Timothy S., Stephens, Ana C., Laroque, Perry T.
Source: Exceptional Children. Sum 2010 76(4):417-437.
Availability: Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Peer Reviewed: Y
Page Count: 21
Publication Date: 2010
Contract Number: R324A090179
R305H040032
Document Type: Journal Articles
Reports - Research
Education Level: Grade 6
Grade 7
Grade 8
Middle Schools
Descriptors: Learning Disabilities, Problem Solving, Computation, Teaching Methods, Middle School Students, Mathematics Instruction, Computer Assisted Instruction, Educational Technology, Mathematics Skills, Skill Development, Secondary School Mathematics
ISSN: 0014-4029
Abstract: Middle school students with learning disabilities in math (MLD) used two versions of Enhanced Anchored Instruction (EAI). In one condition, students learned how to compute with fractions on an as-needed basis while they worked to solve the EAI problems. In the other condition, teachers used a computer-based instructional module in place of one of the EAI problems to deliver formal fraction instruction. The results indicated that students in both instructional formats improved their fraction computational skills and that formal instruction provided an added benefit. Both instructional conditions improved students' problem-solving skills by about the same amount. The findings suggest that combining formal fraction instruction with EAI is a viable way to improve the problem-solving and computational skills of students with MLD. (Contains 8 tables and 3 figures.)
Abstractor: As Provided
Number of References: 83
IES Funded: Yes
Entry Date: 2010
Access URL: https://www.cec.sped.org/Content/NavigationMenu/Publications2/ExceptionalChildren/default.htm
Accession Number: EJ891825
Database: ERIC
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  Data: Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments
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  Data: <searchLink fieldCode="AR" term="%22Bottge%2C+Brian+A%2E%22">Bottge, Brian A.</searchLink><br /><searchLink fieldCode="AR" term="%22Rueda%2C+Enrique%22">Rueda, Enrique</searchLink><br /><searchLink fieldCode="AR" term="%22Grant%2C+Timothy+S%2E%22">Grant, Timothy S.</searchLink><br /><searchLink fieldCode="AR" term="%22Stephens%2C+Ana+C%2E%22">Stephens, Ana C.</searchLink><br /><searchLink fieldCode="AR" term="%22Laroque%2C+Perry+T%2E%22">Laroque, Perry T.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Exceptional+Children%22"><i>Exceptional Children</i></searchLink>. Sum 2010 76(4):417-437.
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  Data: Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
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  Data: <searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink>
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  Data: 0014-4029
– Name: Abstract
  Label: Abstract
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  Data: Middle school students with learning disabilities in math (MLD) used two versions of Enhanced Anchored Instruction (EAI). In one condition, students learned how to compute with fractions on an as-needed basis while they worked to solve the EAI problems. In the other condition, teachers used a computer-based instructional module in place of one of the EAI problems to deliver formal fraction instruction. The results indicated that students in both instructional formats improved their fraction computational skills and that formal instruction provided an added benefit. Both instructional conditions improved students' problem-solving skills by about the same amount. The findings suggest that combining formal fraction instruction with EAI is a viable way to improve the problem-solving and computational skills of students with MLD. (Contains 8 tables and 3 figures.)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 417
    Subjects:
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Skill Development
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      – SubjectFull: Secondary School Mathematics
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