Situating Math Instruction in Rich Problem-Solving Contexts: Effects on Adolescents with Challenging Behaviors

Abstract

This mixed-methods study assessed the effects of enhanced anchored instruction (EAI) on the math achievement of 17 adolescents who attended an alternative high school for at-risk students with challenging behaviors. EAI is a method specially designed for developing the math skills of low-achieving adolescents that uses multimedia-based and hands-on math problems to support learning in generative learning environments. Results indicated that students scored higher on both curriculum-aligned problem-solving tests (ES = 0.75 and 0.78), but they showed no improvement on a fraction computation test or on standardized measures. Descriptive data from classroom observations and poststudy interviews suggest instructional and learning factors that may account for the findings.