A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties.
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| Title: | A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties. |
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| Authors: | Nelson, Gena (AUTHOR), Crawford, Angela (AUTHOR), Hunt, Jessica (AUTHOR), Park, Soyoung (AUTHOR), Leckie, Emily (AUTHOR), Duarte, Alex (AUTHOR), Brafford, Tasia (AUTHOR), Ramos‐Duke, Mary (AUTHOR), Zarate, Kary (AUTHOR) |
| Source: | Learning Disabilities Research & Practice (Wiley-Blackwell). Feb2022, Vol. 37 Issue 1, p18-36. 19p. 2 Diagrams, 4 Charts. |
| Subjects: | Learning disabilities, Mathematics students, Computer assisted instruction, Operational definitions, Cognitive Strategy Instruction |
| Abstract: | The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors' operational definitions of disability and risk varied. Syntheses predominantly focused on word‐problem solving, fractions, computer‐assisted learning, and schema‐based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors' operational definitions of disability and risk varied. Syntheses predominantly focused on word‐problem solving, fractions, computer‐assisted learning, and schema‐based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09388982 |
| DOI: | 10.1111/ldrp.12272 |
