Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes

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A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, methodology): “Anchored instruction as employed by Bottge (1999) and his colleagues (Bottge et al., 2002) was designed to improve students’ problem-solving skills using real-life problems.”
Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, background): “Previous experimental and quasi-experimental studies with students at various skill levels have yielded medium-to-large effect sizes (η2) on curriculum-aligned problem-solving tests (.31‐.79) and transfer tasks (.14‐.38) (Bottge, 1999; Bottge, Heinrichs, Chan, & Serlin, 2001; Bottge, Heinrichs, Meh”
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “Several studies included graphics or figures to illustrate the procedures used in the intervention (e.g., Bottge et al., 2002, 2010; Joseph & Hunter, 2001).”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, background): “Four studies on videodisc instruction were conducted by Bottge and his colleagues (Bottge, 1999; Bottge et al., 2001; Bottge et al., 2002; Bottge et al., 2003).”