- What evidence exists regarding anchored instruction? What are some important nuances (differences) of the research that are pertinent to your practice? What further inquiries or questions does the research reported in the articles raise for you (e.g. regarding evaluation, professional development, disabilities and/or the content area you teach or would like to promote etc)? Finally, in what ways might a current technology for math (Eg. Mathletics, CTC Math, IXL, Dragonbox, or others) address in part this question?
Anchored instruction uses technology to construct situational problems that students can work together to collaboratively solve. These problems have multiple solutions and can be examined from multiple perspectives. The goal of the Jasper Series and Encore’s Vacation videos are to create independent thinkers and to create a community of inquiry (Cognition & Technology Group of Vanderbilt, 1999, p. 79). Both of these video programs are “used as an ‘anchor’ or situation for creating a realistic context to make learning motivating, meaningful and useful (Shyu, 2000, p. 58).
According to the articles that I read, there are many benefits for the integration of anchored instruction into classrooms. Both the videos studied, Jasper series and Encore’s Vacation, showed an increase in generative and cooperative learning that traditional problem-solving materials do not (Cognition & Technology Group of Vanderbilt, 1999, p. 65). According to the results of one study, the group that participated in the Jasper series outperformed the group that did not participate in these activities, and the Jasper group displayed less anxiety towards math and improved attitudes (Shyu, 2000, p. 67). Students who view these videos are able to work collaboratively with their peers to solve the real-life problems presented. Instead of students having to sit and listen passively to their teacher explain to the class how to solve problems, they are able to discover ways that make sense to them.
According to the National Center for Education Statistics, as of 2003, only 32% of fourth graders and 29% of eighth graders scored at or above the proficient level in math (as cited in Hasselbring, Lott & Zydney, 2005). That is well below 50% of students in these grades. I know that this is an American statistic and it is from 2003, so I wonder where our students are at for mathematical proficiency. They go even further to say that “there has been little evidence to suggest that mathematics achievement has improved significantly, especially for students with disabilities” (Hasselbring et. al, 2005). Each year students with learning differences in mathematics (or any subject) continue to fall further behind their peers. Our goal as teachers is to find ways to lessen the gap and create opportunities for these students to feel successful, thus improving their confidence. If the researchers are correct in that “[m]ost students with math difficulty, along with those lacking consistent math fact instruction, show a serious problem with respect to the retrieval of elementary number facts” (Hasselbring et. al, 2005), how do teachers help these students overcome these challenges? What programs are readily available to help remediate this problem?
In 2005, Hasselbring and Goin developed an intervention program called FASTT (Fluency and automaticity through systematic Teaching with Technology) that was created to assist students having difficulty mastering their basic facts. The program requires students to spent 10 minutes a day for approximately 100 days. I looked up this program and it is available through Houghton and Mufflin Harcourt. According to their website, “FASTT Math is proven effective both as an intervention for Title I, Special Education, or at-risk students, and as a core program for students learning math facts for the first time” (Research Overview). Does anyone have any experience using this program? I had never heard of it before, but it would be interesting to explore it a bit more.
What I find most interesting is that there are two sides to the debate of learning mathematics. According to some, a deep understanding of math is needed and teachers should not worry about memorization or drills as this causes anxiety for students. Hence, the creation of the anchored instruction tools and videos. On the flip side, some argue that memorization of basic facts is essential for students to be successful in more complex math problems. According to Hasselbring et. al., [m]ore emphasis needs to be placed on developing rapid, effortless, and errorless recall of basic math facts… In contrast, most students with math difficulty, along with those lacking consistent math fact instruction, show a serious problem with respect to the retrieval of elementary number facts (2005). What I take away from all of this is that both areas of math instruction are important and that we need to find a balance in our classrooms, and find ways that work for the students we are currently teaching. A one size fits all math class definitely does not work for everyone.
The current program that I use with my students is Mathletics. It provides students with videos, questions and games on each of the topics that you are covering in class. The games are motivational for the students and allow them to play “live” with their classmates. There is also an option to print off e-books for all of the different topics. Although, this is quite different from the Jasper series, it is highly motivating for the students that I am currently teaching. It allows students to work in their zone of proximal development and it keeps them there, until they have mastered the concepts. They can also see how they are doing on the different topics. However, this program does not offer the topics to be integrated, rather they are isolated topics that they learn one at a time. Does anyone know of a better program that they have had success using with their students? I have not tried Dragonbox or any of the others listed in the question.
References:
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.
Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2005). Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development. Retrieved February 04, 2018, from http://www.ldonline.org/article/6291/
Research Overview. (n.d.). Retrieved February 04, 2018, from http://www.hmhco.com/products/fastt-math/research-results.htm
Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.
Hi Nicole,
I’ve heard great things about Mathletics from colleagues in the district. Do you use it part of your classroom and integrate it within your lessons or is it something that students work on at home for extra practice?
Thanks
Hi Amanda,
I mix it up, but never assign it for “homework.” Sometimes we do a quick collaborative activity/lesson in small groups and then the students use Mathletics to practice the concepts we are learning. Other times, we print off the e-books that are available in the older version of Mathletics (this year they came out with a new version so that it aligned with the new curriculum). The students work in groups to complete these booklets or we write the different questions on large pieces of sticky notes that we hang around the classroom. I create random groups and the students solve these problems in groups. Other times, they can play the “live” games and compete against their classmates. It all depends on how much time we have and how much practice the students need to grasp the concept.
Do you use any online programs in your math class for your struggling learners? I have a variety of levels in my classroom, so I’m always looking for ideas.
Nicole
Hi Nicole
I like the fact that you brought up math statistics and scores.
I also wonder “where our students are at for mathematical proficiency.” They picked the online high school I work at to run PISA (https://data.oecd.org/pisa/mathematics-performance-pisa.htm). From what I understand it partly done on the computer and partly done on paper. We have students from all over the province and I am not sure how the admin are going to administer the exam.
A good next step might be to investigate the different programs you eluded to in your last paragraph.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher
Hi Christopher,
I would be really interested in hearing how your admin decides to administer PISA. Our school is currently looking at finding a math assessment that we can administer to all students who enrol in our school. We are 7-9 Middle school, so all of the grade 7s come from different elementary schools. This year, we found the levels of our grade 7 students very low and this created many challenges for the classroom teachers. At the start of semester 2, we started an intervention program as some of our students are functioning at a K-2 level, others at 3-4 level and then about 20% are at a 5-7 level. These are shocking results that we received from a couple of assessments that we administered once we realized how much our students were struggling.
Do you know of any math assessments that align with the BC curriculum that apply to grade 7s?
Nicole
Hello Nicole,
I enjoyed reading your post. I would concur Mathletics hit many marks for engagement and keeps students in their ZPD. I would like you to expand what you mean by integration of topics? As an elementary teacher, I am unsure which topics you would integrate together? I am very familiar with Mathletics as well, so I am curious which topics you would like to merge. I don’t know if you have the capabilities of creating your own courses in Mathletics.
~Mary
Hi Mary,
Maybe “integration” is the wrong word. What I would like to see is for a section to have questions on a bunch of different concepts. Far too often, my students are able to answer word problems because they know we are working on a specific concept, but when we mix the concepts all together, they have a harder time figuring out how to solve the problem. One recent example was on area and perimeter. My students know how to solve both these types of problems because they know the formula for area and perimeter, but if I mix up word problems with area and perimeter, they have a harder time. I find too often we teach concepts in isolation and don’t focus enough on real life problems that integrate more than once mathematical concept. When we buy groceries, we have to add the items, multiply the tax and then add the tax to the total. Now, what if we needed to split the bill between two roommates. We would then need to divide the bill.
I don’t think that we need to merge the concepts in Mathletics, but it would be nice to have few different sections that have word problems that the students have to figure out what concepts they need to solve the problem. I also think these problems need to be multi-step.
Mary, how do you use Mathletics in your classroom? What grade do you teach? I would be interested in sharing ideas if we teach at a similar level.
Nicole