Effects of blended instructional models on math performance

Brian A. Bottge; Xin Ma; Linda Gassaway; Michael D. Toland; Mark Butler; Sun Joo Cho

doi:10.1177/0014402914527240

Effects of blended instructional models on math performance

Brian A. Bottge
, Xin Ma
, Linda Gassaway
, Michael D. Toland
, Mark Butler
, Sun Joo Cho

Producción científica: Article › revisión exhaustiva

59 Citas (Scopus)

Resumen

A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored students in Business As Usual classes. Students made the largest gains in computing with fractions and on problems related to ratios, proportions, and geometry. The findings suggest important implications for the way curriculum is designed for middle school students with disabilities who exhibit low performance in math.

Idioma original	English
Páginas (desde-hasta)	423-437
Número de páginas	15
Publicación	Exceptional Children
Volumen	80
N.º	4
DOI	https://doi.org/10.1177/0014402914527240
Estado	Published - jul 2014

Nota bibliográfica

Funding Information:
The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.

Financiación

The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.

Financiadores	Número del financiador
U.S. Department of Education, OSERS
Institute of Education Sciences	H324A090179

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Acceder al documento

10.1177/0014402914527240

Otros archivos y enlaces

Citar esto

@article{f599b041950846e3934044fabcf5059f,

title = "Effects of blended instructional models on math performance",

abstract = "A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored students in Business As Usual classes. Students made the largest gains in computing with fractions and on problems related to ratios, proportions, and geometry. The findings suggest important implications for the way curriculum is designed for middle school students with disabilities who exhibit low performance in math.",

author = "Bottge, \{Brian A.\} and Xin Ma and Linda Gassaway and Toland, \{Michael D.\} and Mark Butler and Cho, \{Sun Joo\}",

note = "Funding Information: The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.",

year = "2014",

month = jul,

doi = "10.1177/0014402914527240",

language = "English",

volume = "80",

pages = "423--437",

number = "4",

}

TY - JOUR

T1 - Effects of blended instructional models on math performance

AU - Bottge, Brian A.

AU - Ma, Xin

AU - Gassaway, Linda

AU - Toland, Michael D.

AU - Butler, Mark

AU - Cho, Sun Joo

N1 - Funding Information: The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (PR Number H324A090179). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.

PY - 2014/7

Y1 - 2014/7

N2 - A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored students in Business As Usual classes. Students made the largest gains in computing with fractions and on problems related to ratios, proportions, and geometry. The findings suggest important implications for the way curriculum is designed for middle school students with disabilities who exhibit low performance in math.

AB - A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored students in Business As Usual classes. Students made the largest gains in computing with fractions and on problems related to ratios, proportions, and geometry. The findings suggest important implications for the way curriculum is designed for middle school students with disabilities who exhibit low performance in math.

UR - https://www.scopus.com/pages/publications/84903456095

UR - https://www.scopus.com/pages/publications/84903456095#tab=citedBy

U2 - 10.1177/0014402914527240

DO - 10.1177/0014402914527240

M3 - Article

AN - SCOPUS:84903456095

SN - 0014-4029

VL - 80

SP - 423

EP - 437

JO - Exceptional Children

JF - Exceptional Children

IS - 4

ER -

Effects of blended instructional models on math performance

Resumen

Nota bibliográfica

Financiación

ASJC Scopus subject areas

Acceder al documento

Otros archivos y enlaces

Huella

Citar esto