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The Journal of Special Education
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Shrinking Achievement Differences With Anchored Math Problems

Challenges and Possibilities

Brian A. Bottge

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

Enrique Rueda

University of Wisconsin-Madison

Ronald C. Serlin

University of Wisconsin-Madison

Ya-Hui Hung

University of Wisconsin-Madison

Jung Min Kwon

University of Wisconsin-Madison

Multiple measures administered in repeated waves within a nonequivalent dependent variables quasi-experimental design were used to test the effects of a reform-oriented instructional method called Enhanced Anchored Instruction (EAI) on the math achievement of 128 middle school students, including students with learning disabilities (LD). EAI problems are presented in multimedia and hands-on formats, a potential benefit for students with low skills in both reading and math. Overall, students of all ability levels benefited from EAI with effect sizes ({eta}2) ranging from .53 to .59. Results revealed that although students with LD scored lower on pretests, their learning trajectories matched those of students without LD. A maintenance test administered several weeks after instruction showed that students with LD retained what they had learned. Implications for instruction and suggestions for future research are provided.

The Journal of Special Education, Vol. 41, No. 1, 31-49 (2007)
DOI: 10.1177/00224669070410010301
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