View in EDS HTML Full Text PDF Full Text

Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties.

Saved in:
Bibliographic Details
Title: Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties.
Authors: Nelson, Gena, Hunt, Jessica H., Martin, Kristi, Patterson, Blain, Khounmeuang, Andy
Source: Learning Disability Quarterly. Aug2022, Vol. 45 Issue 3, p159-171. 13p.
Subjects: Treatment of learning disabilities, Psychology information storage & retrieval systems, Systematic reviews, Students, Descriptive statistics, ERIC (Information retrieval system)
Abstract: The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau- U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 157842572
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nelson%2C+Gena%22">Nelson, Gena</searchLink><br /><searchLink fieldCode="AR" term="%22Hunt%2C+Jessica+H%2E%22">Hunt, Jessica H.</searchLink><br /><searchLink fieldCode="AR" term="%22Martin%2C+Kristi%22">Martin, Kristi</searchLink><br /><searchLink fieldCode="AR" term="%22Patterson%2C+Blain%22">Patterson, Blain</searchLink><br /><searchLink fieldCode="AR" term="%22Khounmeuang%2C+Andy%22">Khounmeuang, Andy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. Aug2022, Vol. 45 Issue 3, p159-171. 13p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Treatment+of+learning+disabilities%22">Treatment of learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau- U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Learning Disability Quarterly 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=157842572
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/0731948720932850
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 159
    Subjects:
      – SubjectFull: Treatment of learning disabilities
        Type: general
      – SubjectFull: Psychology information storage & retrieval systems
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: ERIC (Information retrieval system)
        Type: general
    Titles:
      – TitleFull: Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nelson, Gena
      – PersonEntity:
          Name:
            NameFull: Hunt, Jessica H.
      – PersonEntity:
          Name:
            NameFull: Martin, Kristi
      – PersonEntity:
          Name:
            NameFull: Patterson, Blain
      – PersonEntity:
          Name:
            NameFull: Khounmeuang, Andy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 07319487
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Learning Disability Quarterly
              Type: main
ResultId 1