Advancing the Math Skills of Low-Achieving Adolescents in Technology-Rich Learning Environments

The current study builds on the researchers' past work by examining the relative effectiveness of EAI for improving students' mathematics achievement. EAI uses a mix of video-based problems delivered on CD-ROM (called anchors) and hands on projects (e.g., building skateboard ramps, compost bins, or hovercrafts). Each anchored problem consists of several sub-problems embedded in a realistic and motivating context. Anchored problems require considerable time to solve, usually five to ten 60-minute class periods. Students must first define and understand the EAI problem, locate the relevant pieces of information for solving it, and then integrate this information into a solution that makes sense. In previous work, students have been found to identify with the video's main characters and to work hard on helping them solve their problem. The additional practice the applied projects afford students appears to help them understand the importance and benefits of learning math.

The current study builds on the previous work by testing EAI in two conditions. In the first condition, basic skills such as computation of whole numbers and fractions are explicitly taught before and during EAI as planned units of instruction. In the second condition, these same skills are taught informally as they are needed in student efforts to solve the mathematical problems presented during EAI. The researchers are carrying out this study with classrooms of students including both average achieving students and low achieving students, many of whom are likely to have LD or emotional disabilities (ED) disability classifications.

The participating middle and high schools serve diverse ethnic and socioeconomic student populations. In the study, 30 classrooms of students are being randomly assigned to receive EAI with either explicit or informal teaching of basic skills. The researchers are testing students' mathematical achievement before and after the instruction to measure how much they learn from the EAI instruction. Additionally, attitude surveys and classroom observations are being used to study the student learning process as students attempt to solve complex problems. Using this information, the researchers are refining EAI to make it a more effective instructional approach for low-achieving students.