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A Systematic Review of Mathematics Vocabulary Interventions for Students with or At-Risk for Mathematics Difficulty

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Title: A Systematic Review of Mathematics Vocabulary Interventions for Students with or At-Risk for Mathematics Difficulty
Language: English
Authors: Elizabeth A. Stevens (ORCID 0000-0002-8412-1111), Emily Tanner, Megan H. Mowbray
Source: Remedial and Special Education. 2025 46(6):484-500.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A230238
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Education
Secondary Education
Descriptors: Mathematics Instruction, Vocabulary Development, Learning Problems, Intervention, Elementary School Students, Secondary School Students, Instructional Effectiveness, Teaching Methods, Mathematics Achievement, Mathematics Skills, Thinking Skills, At Risk Students
DOI: 10.1177/07419325241265972
ISSN: 0741-9325
1538-4756
Abstract: This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed mathematics vocabulary interventions improved students' vocabulary knowledge, particularly when instruction was explicit with multiple opportunities to practice. Findings were less conclusive on whether improved mathematics vocabulary knowledge led to improved performance on related mathematics content. Results suggest mathematics vocabulary intervention is beneficial for higher-level mathematics reasoning, such as word-problem solving. The seven group design studies received an "M" rating of at least acceptable for methodological rigor, and one of two single-case studies met What Works Clearinghouse design standards without reservations. We highlight promising instructional practices implemented across studies that resulted in improved vocabulary outcomes.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1492031
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: A Systematic Review of Mathematics Vocabulary Interventions for Students with or At-Risk for Mathematics Difficulty
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  Data: <searchLink fieldCode="AR" term="%22Elizabeth+A%2E+Stevens%22">Elizabeth A. Stevens</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8412-1111">0000-0002-8412-1111</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Tanner%22">Emily Tanner</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+H%2E+Mowbray%22">Megan H. Mowbray</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2025 46(6):484-500.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 17
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  Label: Publication Date
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink>
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  Data: 10.1177/07419325241265972
– Name: ISSN
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed mathematics vocabulary interventions improved students' vocabulary knowledge, particularly when instruction was explicit with multiple opportunities to practice. Findings were less conclusive on whether improved mathematics vocabulary knowledge led to improved performance on related mathematics content. Results suggest mathematics vocabulary intervention is beneficial for higher-level mathematics reasoning, such as word-problem solving. The seven group design studies received an "M" rating of at least acceptable for methodological rigor, and one of two single-case studies met What Works Clearinghouse design standards without reservations. We highlight promising instructional practices implemented across studies that resulted in improved vocabulary outcomes.
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  Data: 2026
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  Data: EJ1492031
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492031
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    Identifiers:
      – Type: doi
        Value: 10.1177/07419325241265972
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 484
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Learning Problems
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: At Risk Students
        Type: general
    Titles:
      – TitleFull: A Systematic Review of Mathematics Vocabulary Interventions for Students with or At-Risk for Mathematics Difficulty
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            NameFull: Emily Tanner
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            NameFull: Megan H. Mowbray
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              Type: published
              Y: 2025
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            – TitleFull: Remedial and Special Education
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