Multilevel Analysis of Enhanced Anchored Instruction in Coteaching Inclusive Math Classrooms

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  In Roundtable Session: Roundtable: Mathematics Learning of Struggling Learners

Abstract

The Common Core State Standards Initiative – Mathematics raises expectations for all students and poses greater challenges for special education and math teachers who co-teach in inclusive math settings. The purpose of this study was to assess the effects of Enhanced Anchored Instruction (EAI) on students with and without disabilities in math (MD) in co-taught math classrooms. Results showed students in the EAI condition improved their computation and problem solving skills aligned to the Common Core. Higher levels of special educator involvement led to especially large effect sizes in students’ fraction computation skills. Classroom observations helped to explain the test results and showed how teachers can work together in inclusive math classrooms to benefit students with and without MD.

Authors

• Brian A. Bottge, University of Kentucky

• Michael Toland, University of Kentucky

• Linda Joy Gassaway, University of Kentucky

• Mark David Butler, University of Kentucky

• Sam Choo

• Ann Katherine Griffin

• Xin Ma, University of Kentucky