Using Enhanced Anchored Instruction in Diverse Math Classrooms

Abstract

Students with disabilities often face significant challenges in developing mathematical problem-solving skills, which are critical for academic success. Traditional problem-solving interventions have primarily focused on skill acquisition, leading to issues with knowledge application in real-world contexts. Enhanced Anchored Instruction (EAI) offers a multimedia-based, hands-on approach to address these challenges by integrating explicit instruction, video anchoring, and authentic activities. This article describes essential components and how to implement EAI in diverse special education classrooms and illustrates how a fourth-grade teacher used the EAI approach to enhance her students’ problem-solving skills through culturally responsive instruction. By combining technology tools with real-world application, the EAI approach can bridge the gap between theoretical knowledge and practical application, fostering deeper understanding and engagement among students with disabilities in diverse special education classrooms.

Keywords

Enhanced Anchored Instruction (EAI)mathematical problem solving special education educational technology culturally responsive instruction explicit instruction video anchoring authentic activities

Using Enhanced Anchored Instruction in Diverse Math Classrooms

Students with disabilities often experience difficulties in learning math, and problem-solving is one of the most challenging math skills (Grigorenko et al., 2020). To effectively label an instructional approach or curriculum as evidence-based, it is crucial to establish “what works with whom, by whom, and in what contexts” (Klingner & Edwards, 2006, p. 111). Although research on evidence-based practices for students with disabilities has expanded, the validation of these practices with culturally and linguistically diverse students remains limited. According to Sanford et al. (2020), neglecting the interaction between students’ culture, language, and instruction may hinder them from reaching their full potential. Therefore, it is important for researchers and practitioners to consider how intersecting marginalized identities impact students’ academic performance (e.g., mathematical problem-solving skills) in the classroom and to ensure that instructional strategies are both inclusive and effective. By integrating culturally responsive practices and validating evidence-based strategies in diverse educational settings, educators may be able to better support the math development of all students, particularly those with disabilities or those from culturally and linguistically diverse backgrounds.

Problem-Solving Interventions

Problem solving is “a task for which the solution method is not known in advance” (National Council of Teachers of Mathematics, 2000, p. 52). Experts in the math education community (e.g., Common Core State Standards, National Council of Teachers of Mathematics) highlight problem solving as a key skill in school math. Since Pólya’s (1945) introduction of the four-step heuristic (i.e., understand the problem, devise a plan, carry out the plan, and look back and check), various evidence-based teaching strategies have been implemented to enhance the problem-solving skills of students with disabilities (e.g., schema-based instruction; see Lein et al., 2020). The predominant focus of many math interventions in special education has been on early math skill acquisition through teaching strategies (Dimou, 2021; Schnepel & Aunio, 2021; Svane et al., 2023). When these strategies are delivered in isolation without meaningful problem-solving contexts, new information or knowledge is learned, but not applied or tested. Thus, newly learned information or knowledge remains “inert”. In other words, students with inert knowledge can recall newly learned information when prompted but struggle to apply it in real-world contexts. Without addressing this inert knowledge issues, students will more likely have difficulties with retention and generalization (Bottge & Hasselbring, 1993; Brown et al., 1989).

Situated learning theory addresses the inert knowledge issue by emphasizing that students should apply basic skills and knowledge to realistic contexts. Theoretically, this will allow one to transfer their prior knowledge to other situations in their everyday lives (Lave et al., 1991; Mandle & Kopp, 2005). Grounded in the situated learning theory, the Cognition and Technology Group at Vanderbilt (CTGV) developed Anchored Instruction (CTGV, 1990, 1996) as a technology-based problem-solving intervention. In Anchored Instruction, students are introduced to authentic problems through video stories and then asked to solve the problems by applying the information presented in the videos. Bottge (2001) further “enhanced” Anchored Instruction (EAI) to support teaching and learning mathematical problem-solving skills for students with disabilities. Over the past 25 years, the EAI research team demonstrated strong evidence of EAI to improve mathematical problem-solving skills of students with learning disabilities addressing the inert knowledge issue (Bottge et al., 2014, 2015, 2021).

Enhanced Anchored Instruction

As an enhanced form of Anchored Instruction, EAI is a contextualized, mathematical problem-solving intervention that combines different instructional technology features, including computer-assisted instruction, video stories, and simulation software. Unlike CTGV’s original format where instructional activities are delivered only on computer, EAI provides hands-on teaching and learning activities where students use and apply what they have learned in authentic, meaningful real-world experiences through a series of contextualized instructional units. The essential components of EAI are: (a) Explicit instruction to build strong basic, foundational math concepts and skills; (b) Video stories to “anchor” the learning, and applying math; and (c) Authentic, hands-on activities for students to apply the learned math concepts and skills in real-world situations. Below, we briefly describe and provide “how to” incorporate components these of EAI in the classrooms.

Explicit Instruction

First, teachers need to either develop their own or adopt from existing lessons to teach basic, foundational math concepts and skills based on the explicit instructional approach. In EAI, one instructional unit called Fractions at Work delivers self-paced animated lessons to teach fraction concepts and skills, such as finding equivalent fractions, adding and subtracting fractions with like or unlike denominators, and calculating mixed numbers. Based on the explicit instruction approach (Gersten et al., 2008), each lesson is designed to provide a scaffolded learning process (i.e., demonstration, guided practice, independent practice) with immediate feedback.

To develop, or adopt, a series of lessons based on the explicit instructional approach and the best practices in special education (e.g., Aceves & Kennedy, 2024; Gersten et al., 2008), here are suggested actionable steps:

(1) identify basic concepts or skills to teach from the state standards or district curriculum map;

(2) connect the identified concepts or skills to the previously learned concepts or skills, if relevant;

(3) conduct a task analysis to break complex skills into smaller, manageable chunks;

(4) provide scaffolded instruction with demonstration, guided practice, and independent practice;

(5) use supplemental supports (e.g., link to relevant video tutorial, practice opportunity of learned concepts or skills); and

(6) provide immediate feedback.

Video Anchor

Second, teachers need video stories to anchor the learning and application of basic math concepts and skills. In EAI, an instructional unit called Fraction of the Cost starts with a short video (∼8 minutes) featuring three teenagers trying to build a skateboard ramp. The video includes math content relevant to the previously taught unit, such as measuring lengths of lumber, estimating the cost of screws, and calculating the budget. At the end of the video, a problem is introduced for students to build a skateboard using information embedded in the video. To solve the problem, students need to go back to the video and replay portions to find relevant information (e.g., maximum budget, required lengths of lumber, numbers, and cost of screws needed). We note that a video must contain a meaningful story and should not be used as another tutoring or teaching tool. Rather, it needs to serve as an “anchoring” tool to help students connect prior knowledge (from the previous explicit instruction) to an authentic problem and activate the previously learned knowledge for authentic purposes that would make their learning meaningful (CTGV, 1993).

Here are suggested actional steps to provide a video anchor:

(1) find a story with rich information (e.g., measurement, geometric shapes) presented in a short video format (5–10 minutes of running time is recommended);

(2) play the video the first time from start to finish without stopping it;

(3) present a related, authentic problem (see the next section below); and

(4) guide students to re-play any segments of the video, to gather relevant information. In step (4), it is important to provide easy access to the video from the EAI perspective, because students need to retrieve the embedded information from the video to solve the presented problem. For students with disabilities who often have limited background knowledge in problem-solving situations, the process of finding and using relevant information from the video anchor reduces cognitive overload and, in turn, allows them to use background knowledge and skills in authentic activities (CTGV, 1990).

If such a video is not available, teachers can create their own video(s) with user-friendly editing tools (e.g., iMovie, YouTube Video Editor) with embedded academic content in the story context. If teachers need to make their own, we suggest that they include a meaningful story (e.g., building a skateboard ramp) and rich information. To ensure the video story is rich enough to function as an EAI component, teachers need to embed academic content or information (e.g., maximum budget to build a skateboard ramp, required lengths of lumber, number and cost of screws needed) within the storyline. Embedded academic content in the video needs to be closely aligned with the explicit instructional unit. When students retrieve the embedded information from the video, they “anchor” academic content within the realistic context.

Authentic Activity

Third, teachers need authentic activities in which students can apply basic skills they have learned as real-world applications. Rooted in project-based learning, EAI is one effective way to provide authentic activities where students with disabilities can practice their learned skills in several problem contexts, an important requisite for skills transfer (Choo, 2024). In EAI, the instructional unit Hovercraft, provides an authentic activity using a project-based learning approach. Based on the math concepts and skills from the previous units, students are to build a “rollover cage” for a hovercraft base. They first design and build a small, prototype model using disposable drinking straws. To design and build this straw model, students work in pairs or small teams to apply fraction concepts and measuring skills. When students build a larger model using 1” diameter PVC pipe, they use the ratio and proportional knowledge they have learned. For example, when the length of a segment in the straw model building plan is 2 ¼ inches, students measure and cut PVC pipe to an actual length of 18 inches (using a ratio of 1:8).

Teachers can develop authentic, or realistic, projects that expand previously learned concepts and skills from explicit instruction teaching modules and video anchors, extending them into practical applications. In Figure 1, we provide a checklist with guiding questions to help teachers plan authentic activities with video anchors.

Figure 1.

Checklist for Planning Authentic Activities with Video Anchors.

One example of such a video anchor and authentic project in EAI is Kim’s Komet, which is paired with the hands-on application unit, Grand Pentathlon. In the Kim’s Komet unit, the video story shows a model car derby competition between two teenagers, highlighting pre-algebraic concepts such as rate of change (speed), line of best fit, variables, and linear function. At the end of the video, students are asked to draw a line of best fit based on the car in the movie traveling on a 9-foot-high ramp. Students collect time data from the video, calculate speed, graph plotted data points, and draw their line of best fit. The software from CTGV offers a video simulation where students can virtually compete or test their line of best fit by entering data, such as the car’s release height on the ramp, and experimenting in different scenarios (e.g., long jump, short jump) based on specified speed conditions. Upon completion of the Kim’s Komet unit, students build their own cars to use in the Grand Pentathlon unit. Using a provided, car-shaped, wooden block, axles, and wheels, students assemble and customize their cars using markers or paint. Students take turns releasing their cars from several points on an actual ramp, then record their times, calculate speeds, plot data points and draw their own line of best fit on graph paper. Similar to the computer simulation in Kim’s Komet, students compete with each other by releasing their actual cars in different events (e.g., long jump, short jump) of an actual car derby set. Points are earned when the cars successfully execute the tricks in the events.

Integrated Instructional Approach for Diverse Classrooms

When developing and implementing instruction, overlooking students’ backgrounds, cultures, and needs can significantly hinder their academic performance and language development, particularly for those who are culturally and linguistically diverse (Artzi et al., 2022). Research suggests that culturally responsive instruction can address this issue by promoting students’ cultural identities (Alim et al., 2020; Paris, 2012; Paris & Alim, 2014). Culturally responsive instruction is an evidence-based practice that emphasizes student’s strengths and diverse experiences through interpersonal relationships in the classroom, school, and community context. Educators can enhance language engagement by designing lesson plans that promote the learning context (e.g., classroom, school, community), while interpersonal relationships (e.g., peer-mediated learning) can further deepen content understanding (Artzi et al., 2022).

Instructional support (e.g., graphic organizers, scaffolding) are also beneficial when students use them to organize information and understand complex problems. Visual prompts (e.g., gestures, color coding, images) support students by helping them construct mental models that link abstract concepts to concrete representations (Artzi et al., 2022). Mental models are constructed internal representations of complex concepts. Well-constructed mental models, including visualizations and schemas, enable students to organize information more effectively and enhance their understanding of complex concepts (Lave et al., 1991; Mandle & Kopp, 2005).

These supports can be even more effective when integrated with EAI, which combines technology-based contextualized learning with hands-on applications. Through differentiated scaffolding, furthermore, students of all abilities can access authentic learning opportunities. For instance, graphic organizers can be paired with digital tools such as annotation apps, enabling students to visually and textually express their understanding and engage in higher-order thinking. Additionally, using a place value chart with base-ten blocks can provide a concrete visual representation that bridges conceptual understanding with practical application.

Applied Example: Ms. Teagues’s Fourth-Grade Classroom

Below is an example of how a teacher can implement the EAI approach in a classroom to make math culturally relevant to students with disabilities. By describing how Ms Teagues applied the approach and components of EAI in her teaching, it shows how the thoughtful integration of EAI, graphic organizers, and educational technology can transform a standard math lesson into an engaging and inclusive learning experience for all students.

Ms Teagues is a fourth-grade teacher with a racially and culturally diverse class of 20 students, including seven girls and 13 boys. Among her students are four English Language Learners (ELLs) and two who receive special education services through Individualized Education Programs (IEPs). One of Ms Teagues’ students, Derrick, has a learning disability in math. To make the content more relevant and engaging, Ms Teagues intentionally designs math word problems and scenarios that reflect her students’ cultural and linguistic backgrounds and real-life experiences. She gathers this information through a variety of strategies, including conducting informal surveys, administering student interest inventories, and facilitating reflective writing prompts that allow students to share their personal stories and interests. During morning meetings, Ms Teagues incorporates community-building activities, such as collaborative discussions about students’ traditions, hobbies, and aspirations, to foster a classroom culture of mutual respect and understanding.

Ms Teagues’s teaching approach is centered on scaffolding instruction to meet the varying needs of her learners, ensuring that all students are supported in meeting rigorous grade-level standards. She incorporates evidence-based practices and educational technology into her lessons, providing daily opportunities for students to use tablets for learning. Recognizing the diverse learning styles in her classroom, Ms Teagues has begun to incorporate EAI as a problem-solving instructional approach into her instruction, allowing students to apply what they have learned in authentic situations.

Explicit Instruction

In her efforts to support her students, Ms Teagues observed that several of them, including Derrick, struggled to master multiplication and division independently. Although Derrick’s learning disability often affects his conceptual understanding of place value, he excels at identifying and using patterns to solve problems, especially when the problem is discussed orally and provided real-world examples to aid his understanding. To address these challenges, Ms Teagues integrated EAI into her teaching practices.

Ms Teagues began by focusing on building foundational math concepts. She taught a series of lessons explicitly teaching basic skills, such as multiplying and dividing multi-digit numbers, with various manipulatives (e.g., grouping blocks). These lessons were structured around explicit instruction, provided students with scaffolded learning experiences, included demonstration, guided practice, and independent practice, all with immediate feedback.

To reinforce the concepts the students needed to learn during the math unit, Ms Teagues introduced a lesson aligned with her students’ prior knowledge and events happening in their community. This approach allowed students to connect new skills with what they had previously learned, ensuring a strong foundation before progressing to more complex problem-solving activities.

Video Anchor

To make the lesson more engaging and relevant, Ms Teagues incorporated a video anchor. Throughout the school year, Ms Teagues observed that students in her class brought unique cultural and linguistic strengths that could be leveraged to enhance their learning. For example, many of her students who are native Spanish speakers are involved in after-school activities including Track and Field and Cross-Country team. She selected a video of a marathon race that took place near the student’s neighborhood that school year, featuring athletes with diverse abilities and backgrounds, including competitors from various countries outside the United States. Many of these countries were the same as the origins of some students in her classroom or their parents’ ancestry, making the content more relatable and meaningful. This video served as a contextualized story that introduced students to the concept of a marathon and highlighted the real-world application of math skills such as measuring time, speed, and distance. For example, multilingual learners in the class could easily understand words that have cognates across languages (e.g., “family” in English and “familia” in Spanish), a concept highlighted by (Artzi et al., 2022) which helped them relate to math vocabulary and instructions of the lesson.

Ms Teagues led her students to re-watch segments of the video through an app called Nearpod, where they could make observations and gather data about the race. Students also used an app called Kahoot! where Ms Teagues posed various questions about whether students could predict the speed of each runner and what information they needed from the video to make those predictions. For example, Ms Teagues asked her students, “If an athlete runs 400 m during the race in 2 minutes, how can we calculate their average speed in meters per minute, and how does this compare to the speed of athletes in the marathon video we just watched?” Ms Teague’s approach not only reinforced the students’ understanding of math concepts related to the learning targets but also encouraged students to think critically about how to apply these skills in a real-world scenario.

Authentic Activity

Building on the video anchor, Ms Teagues transitioned the lesson into an authentic, hands-on activity. After showing the marathon video, she posed a thought-provoking question to the class: “How do athletes’ performance metrics, such as time, speed, and distance, relate to math concepts like measurements? Can you determine how long it took professional marathon runner Sifan Hassan who won the gold medal to complete the first mile, and at what point did Sifan Hassan overtake Tigst Assefa?” This question led students to analyze real marathon data, including race times and distances, as if they were coaches reviewing performance metrics. Additionally, to explore these concepts further, Ms Teagues guided students through an exercise using a graph to calculate times and analyze runner performance throughout the race. This activity mirrored the problem-solving process introduced in the video, promoting critical thinking and application of math principles.

To bring the lesson to life, Ms Teagues took the class outside, where students used their tablets and the Nearpod app to simulate their own running races. Working in groups, they timed themselves over a set distance, calculated their average speeds, and compared their findings with the data from the professional marathon runners featured in the video. This hands-on activity, which involved using digital stopwatches and race simulations, allowed students to engage with math concepts in a real-world context, reinforcing their learning through practical experience and encouraging them to apply problem-solving strategies as they worked to beat their personal bests.

Final Reflection and Sharing

At the end of the lesson, students used Nearpod’s digital annotation tools, such as the ‘Draw It’ feature, which allows them to create drawings, upload images, or annotate directly on their devices to share their results (McClean & Crowe, 2017). They recorded their findings, created graphs, and presented their data to the class. This final step reinforced their learning and allowed students to demonstrate mastery of the math concepts in diverse ways, accommodating different learning styles. Below, is a sample lesson plan template that Ms Teagues used to create her lesson in Figure 2 below.

Figure 2.

Sample Lesson Plan Template 1 (with EAI integration).

Research to Practice Connection

Based on the concept of CTGV’s Anchored Instruction, EAI emphasizes immersing students in contextualized problems using video-based scenarios. This approach allows students to engage with content meaningfully and authentically, fostering deeper understanding and application of knowledge. In Ms Teagues’s lesson, for example, the principle of EAI is brought to life through a unique video anchor—a clip of a marathon. This real-world context teaches math concepts such as speed, distance, and time. Just as EAI’s original work involved students solving complex, realistic problems based on video scenarios, Ms Teagues’s lesson shows how the EAI approach can be expanded in elementary grades. She asks students to analyze marathon data and apply their math skills in a practical setting, making the learning experience more engaging and relevant. Additionally, using other educational technology tools like Nearpod and Kahoot! can invite students to actively engage with the video and solve related problems in a technology rich learning environment, aligning with the EAI element of using technology tools to enhance learning. Please find several other ideas in Figure 3 below.

Figure 3.

Technology Tools for Enhanced Anchored Instruction (EAI) Components.

The EAI approach and components, combined with these interactive tools, can directly support content standards by immersing students in real-world problem-solving scenarios that require multi-step calculations and unit conversions. By contextualizing math problems within authentic activities, such as analyzing marathon data, the lesson ensures students are active participants, meaningfully applying the four operations and transferring their knowledge to new contexts, reinforcing math concepts and enhancing their problem-solving skills.

Conclusion

This paper started with discussing the challenges students with disabilities often face in math problem solving and how EAI, an evolution of CTGV’s Anchored Instruction, can effectively address these challenges. By integrating explicit instruction, video anchors, and hands-on activities, the EAI approach can help students apply their learning in real-world contexts, thereby overcoming the inert knowledge problem. The narrative of Ms Teagues’s classroom, using the EAI approach and components rooted in CTGV’s pioneering work, illustrated the successful implementation of EAI, providing a supportive and engaging learning environment tailored to diverse student needs. However, it is important to note that potential concerns exist, such as over-reliance on technology and cognitive overload with use. These challenges underscore the need for careful consideration in future applications in the classroom. Despite these challenges, the EAI approach and other innovative strategies inspired by CTGV’s work present exciting new opportunities to transform how we teach and engage students in meaningful, real-world, and authentic learning experiences.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported in this article was supported by a grant from the U.S. Department of Education, Institute of Education Sciences (R324A150035). Any opinions, findings, or conclusions are those of the authors and do not necessarily reflect the views of the supporting agency.

ORCID iD

Sam Choo

Author Biographies

Sam Choo, PhD is an assistant professor in the Department of Educational Psychology at the University of Minnesota. His research focuses on special education technology to support teachers and students with or at risk for learning disabilities.

Martin Odima Jr., MA is a PhD student in the Department of Educational Psychhology at the University of Minnesota. His research explores innovative technological tools for teching and learning, culturally sustaining practices and frameworks to support students with disabilities, and strategies to enhance teacher retention.

Linda Gassaway, EdD is a research project manager in the Department of Early Childhood, Special Education, and Counselor Education at the University of Kentucky. Her primary focus is on the logistics of project management.

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