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Bottge, B. A., Heinrichs, M., Mehta, Z. D., Rueda, E., Hung, Y. H., & Danneker, J. (2004). Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms.RMLE Online: Research in Middle Level Education, 27(1), 1-17.

There were two instructional approaches, Enhanced Anchored Instruction (EAI) and text-based instruction (TBI), compared in this study. Both teaching methods were used to teach sixth-grade middle school students how to solve math problems in technology, special education classes and math classrooms.The purpose of this study was to compare the students math achieves in different academic settings regardless of a disability.

In conclusion, the results show that the students were able to learn using both instructional approaches.. The text based instruction students did better on the word problem test, while the enhanced anchored instruction students scored high on the video problem test. EAI students were able to use the prior knowledge learned in their math class, to transfer knowledge in the technology class.

There were a plethora of weakness or limitations to the finding of the study. The students were not able to be random because of school scheduling. Some scores were not able to be analyzed because of the small groupings. The number of students kept changing due to transfers and absences. A strength the study had was that the technology education teacher was able to use some of the concepts

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## Purpose Of The No Child Left Behind Act

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Also, the amount of teachers qualified was a concern. The ratio of student to teacher in the classroom was an issue. Many classrooms were overcrowded which makes it hard for teachers to focus on students individually if assistance was needed. Teachers in turn were not able to receive assistance from teacher aides. Strength of all individuals is culture. The ethnic background of the children was taken into consideration. Federal funding was used to provide more training to teachers in relation to cultural competency and technical skills. The teachers will take into consideration a child’s culture and their ability to learn and retain information. In addition, the use of technology provided a full range of technical skills to analyze data to improve quality of decision-making skills and classroom experience (United, 2010).

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Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

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Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

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