Generative AI, such as ChatGPT, produces personalized and contextually relevant content based on user prompts (inputs provided by users). These prompts act as the primary form of interaction between users and AI models, making their quality essential for generating the most relevant outputs. The process of writing, refining, and optimizing prompts, known as prompt engineering, is key to obtaining high-quality desired outputs from generative AI. For educators, proficiency in prompt engineering is crucial for effective interaction with AI as it enhances efficiency and produces the most relevant information. In this paper, we introduce practical strategies for prompt engineering for educators: (a) include essential components, including Persona, Aim, Recipients, Theme, and Structure (PARTS); (b) develop prompts using Concise, Logical, Explicit, Adaptive, and Restrictive (CLEAR) languages; (c) evaluate output and refine prompts: Rephrase key words, Experiment with context and examples, Feedback loop, Inquiry questions, Navigate by iterations, Evaluate and verify outputs (REFINE); and (d) apply with accountability. Examples for special educators and online resources are included.

The importance of mathematical problem solving (MPS) has been widely recognized. While there has been significant progress in developing and studying interventions to support teaching and learning MPS for students with disabilities, the research on how to accurately and effectively assess the impact of those interventions has lagged, leaving a gap in understanding whether interventions are truly achieving their intended outcomes. The purpose of this mixed-method study was to explore how a dynamic assessment (DA) approach can be used in the context of an evidence-based MPS intervention, Enhanced Anchored Instruction, as an alternative means of assessing the MPS of students with disabilities. Our findings suggest that DA is an adequate assessment tool and can provide additional information for teachers to better understand the MPS strengths and challenges of students with disabilities such as MPS ownership transition. Study limitations, considerations for future research, and implications for practice are discussed, emphasizing the importance of rigorous evaluation of the DA approach to improve teaching and learning MPS for students with disabilities.

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.

This study explored and compared the mathematical problem-solving (MPS) errors identified through two different assessment types. Participants were 13 students with disabilities from a middle school resource room. Participants completed the MPS written test (WT) and dynamic assessment (DA) before and after receiving the Enhanced Anchored Instruction (EAI). A series of error analysis indicates that many MPS errors identified on the pretest were no longer observed on the posttest across the assessment types. Results also revealed that although WT and DA used the same test items and identified several similar error types, each assessment revealed distinct aspects of students’ MPS process and difficulties.