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A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics

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Title: A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics
Language: English
Authors: Schumacher, Robin F., Krowka, Sarah K., Haymond, Kelly S., Newman-Gonchar, Rebecca A., Gersten, Russell, Instructional Research Group (IRG)
Source: Instructional Research Group. 2023.
Availability: Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
Peer Reviewed: N
Page Count: 61
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1660853
Document Type: Information Analyses
Education Level: Elementary Education
Secondary Education
Descriptors: Meta Analysis, Mathematics Instruction, Numeracy, Learning Problems, Research Reports, Elementary School Students, Secondary School Students, Teaching Methods, Correlation, Language Usage, Accuracy, Learning Activities, Research Design, Instructional Effectiveness
Abstract: This systematic review and meta-analysis appraised and synthesized mathematics interventions research addressing rational number concepts for students with mathematics difficulties (MD) in Grades 3-9. Included studies (n = 28) meet the What Works Clearinghouse Group Design standards (Version 4.0) for study quality. Across all studies, we found significant mean effects (g = 0.68) favoring intervention. Understanding which instructional components within interventions are associated with effects was a fundamental purpose of the study. Random-effects meta-regression models with robust variance estimation (RVE) were used to examine which instructional components moderated effects. The teaching and use of accurate mathematical language emerged as significant (b = 0.50, p = 0.042) when controlling for other instructional components (visual representations, review, student explanations, and fluency building activities) and three control variables (group size, duration, nature of the control). Intervention characteristics and study design features were also explored through moderator analysis. Group size, duration, nature of the control, type of measure, interventionist, provision of ongoing training, and grade level emerged as significant moderators (p < 0.05). [For a previous version of this report, see ED612822.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED628292
Database: ERIC
FullText Text:
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  Data: This systematic review and meta-analysis appraised and synthesized mathematics interventions research addressing rational number concepts for students with mathematics difficulties (MD) in Grades 3-9. Included studies (n = 28) meet the What Works Clearinghouse Group Design standards (Version 4.0) for study quality. Across all studies, we found significant mean effects (g = 0.68) favoring intervention. Understanding which instructional components within interventions are associated with effects was a fundamental purpose of the study. Random-effects meta-regression models with robust variance estimation (RVE) were used to examine which instructional components moderated effects. The teaching and use of accurate mathematical language emerged as significant (b = 0.50, p = 0.042) when controlling for other instructional components (visual representations, review, student explanations, and fluency building activities) and three control variables (group size, duration, nature of the control). Intervention characteristics and study design features were also explored through moderator analysis. Group size, duration, nature of the control, type of measure, interventionist, provision of ongoing training, and grade level emerged as significant moderators (p &lt; 0.05). [For a previous version of this report, see ED612822.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 61
    Subjects:
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Numeracy
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Correlation
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      – SubjectFull: Language Usage
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      – SubjectFull: Accuracy
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      – SubjectFull: Learning Activities
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics
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