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The Journal of Special Education
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Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes

Brian A. Bottge

University of Wisconsin-Madison, bbottge{at}education.wisc.edu

Mary Heinrichs

Wisconsin Center for Education Research

Zara Dee Mehta

University of Wisconsin-Madison

Ya-Hui Hung

University of Wisconsin-Madison

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.

The Journal of Special Education, Vol. 35, No. 4, 186-200 (2002)
DOI: 10.1177/002246690203500401
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