Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards

This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performan...

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Bibliographic Details
Published inLearning disabilities (Pittsburgh, Pa.) Vol. 19; no. 2; pp. 73 - 83
Main Authors Bottge, Brian A, Cho, Sun-Joo
Format Journal Article
LanguageEnglish
Published Learning Disabilities Association of America 2013
Subjects
Academic Standards
Core Curriculum
Disabilities
Instructional Effectiveness
Kentucky
Learning Disabilities
Learning Problems
Mathematical Concepts
Mathematics Instruction
Mathematics Skills
Measurement
National Assessment of Educational Progress
National Standards
Number Concepts
Pretests Posttests
Problem Solving
Resource Room Programs
Student Characteristics
Teacher Characteristics
Teaching Methods
Video Technology
Kentucky
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Summary:This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored Instruction (EAI) and typical instruction but the improvement of students in the EAI condition was greater. Much of the total variance in latent ability scores was explained at the teacher level. As we have observed in previous studies, teachers' use of interactive technology tools combined with engaging hands-on applications can make important differences in what students with MLD achieve in mathematics, particularly in problem solving. (Contains 1 note, 4 tables, and 4 figures.)
ISSN:1046-6819
DOI:10.18666/LDMJ-2013-V19-I2-4796