| Title: |
Using Enhanced Anchored Instruction in Diverse Math Classrooms |
| Language: |
English |
| Authors: |
Sam Choo (ORCID 0000-0003-0306-2306); Martin Odima; Linda Gassaway |
| Source: |
Journal of Special Education Technology. 2025 40(4):540-549. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A150035 |
| Intended Audience: |
Teachers |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades |
| Descriptors: |
Grade 4; Mathematics Education; Mathematics Instruction; Students with Disabilities; Special Education; Multimedia Materials; Problem Solving; Intervention; Educational Technology; Video Technology; Computer Assisted Instruction; Computer Simulation; Direct Instruction |
| DOI: |
10.1177/01626434251314013 |
| ISSN: |
0162-6434; 2381-3121 |
| Abstract: |
Students with disabilities often face significant challenges in developing mathematical problem-solving skills, which are critical for academic success. Traditional problem-solving interventions have primarily focused on skill acquisition, leading to issues with knowledge application in real-world contexts. Enhanced Anchored Instruction (EAI) offers a multimedia-based, hands-on approach to address these challenges by integrating explicit instruction, video anchoring, and authentic activities. This article describes essential components and how to implement EAI in diverse special education classrooms and illustrates how a fourth-grade teacher used the EAI approach to enhance her students' problem-solving skills through culturally responsive instruction. By combining technology tools with real-world application, the EAI approach can bridge the gap between theoretical knowledge and practical application, fostering deeper understanding and engagement among students with disabilities in diverse special education classrooms. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1485273 |
| Database: |
ERIC |