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Low-Achieving Students Engage in Meaningful Math

May 8, 2006

Some authors have cautioned against designing instructional methods and materials in math based on constructivist principles for less capable students. Apprehension has been based on the concerns that (a) students who have low math skills will not be able to solve the more difficult types of problems advocated by the National Council of Teachers of Mathematics and (b) having such students spend time on problems they are not able to solve will limit the time available for basic skills instruction. UW-Madison education professor Brian Bottge and colleagues design and test curricula for improving both the problem solving and foundation skills of low-achieving students as they work on solving meaningful problems. Bottge’s Teaching Enhanced Anchored Mathematics project has developed several products currently used by math, technology education, and special education teachers.

A web site provides some of the features of these products.