Mathematical Interventions for Secondary Students With Mathematics Difficulties: A Systematic Review and Meta-Analysis

• In Event: 56.077 - Special Education Research SIG Paper Session 4: STEM Instructions for Students With Disabilities

Abstract

This meta-analysis evaluated the effectiveness of mathematical interventions for secondary students with learning disabilities (LD) and mathematics difficulties (MD). Following a systematic literature search, a total of 18 experimental and quasi-experimental studies were included in the meta-analysis. We categorized interventions as: (1) visual representation (VR) instruction, (2) cognitive strategy instruction (CSI), (3) enhanced anchored instruction (EAI), (4) curriculum interventions (CI), and (5) other. Results indicated that students with LD and MD who received a mathematical intervention outperformed their peers in the control condition, with an improvement of approximately 25 percentile points (mean effect size = 0.68). The effectiveness of mathematical intervention differed by intervention type and interventionist.

Authors

• Soo-hyun Im, Teachers College, Columbia University

• Asha K. Jitendra, University of Minnesota

• Amy Lein, University of Minnesota

• John Mouanoutoua

• Ahmed Alghamdi, University of Minnesota - Twin Cities

• Scott Hefte, University of Minnesota - Twin Cities