Abstract
Improving the mathematics skills of students with disabilities has long challenged both teachers and researchers. Not surprisingly, the research in this area has focused primarily on identifying and teaching students strategies for unlocking the meaning of text-based problems because most instructional materials and assessments define problem solving this way. However, text-based problems rarely generate the academic, attitudinal, and emotional responses in low-achieving students that problems in everyday life do. This paper describes how Enhanced Anchored Instruction (EAI) uses video-based math problems to promote the development of math skills in low-achieving adolescents.
Publisher
Cambridge University Press (CUP)