- 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.