A Systematic Review and Meta-Analysis of Digital Mathematics Interventions for K–12 Mathematical Learning Disabilities Students

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Cognition and Literacy Using Digital Technologies (Table 13)

Abstract

For students with mathematical learning disabilities (MLD), identifying effective mathematics learning systems and using them to overcome their barriers is crucial for promoting academic success. The primary goal of this study was to examine existing research on the effects of digital mathematics interventions on MLD. It reviewed the literature published between January 2000 and May 2023. In total, 24 qualified studies were included for the final analysis with a total sample size of 1,091 K-12 participants: 386 participants with MLD and 705 participants at risk of MLD. Results found that digital mathematics interventions are effective (g = 0.59, p < .001) for K-12 MLD students, with most studies (N = 15) focused on interventions to enhance students’ arithmetic skills.

Authors

• Jie Gao, McGill University

• Sabrina Shajeen Alam, McGill University

• Adam Kenneth Dubé, McGill University