Rational Number Interventions for Students with Mathematics Difficulties: A Meta-Analysis

Autor/inn/en	Rojo, Megan; King, Sarah; Gersib, Jenna; Bryant, Diane P.
Titel	Rational Number Interventions for Students with Mathematics Difficulties: A Meta-Analysis
Quelle	In: Remedial and Special Education, 44 (2023) 3, S.225-238 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rojo, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221105520
Schlagwörter	Mathematics Instruction; Intervention; Learning Problems; Meta Analysis; Effect Size; Fractions; Arithmetic; Mathematical Concepts; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernproblem; Meta-analysis; Metaanalyse; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Sekundarschüler
Abstract	Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the overall effect size, and explore potential moderators. Forty-three studies were included and 150 effect sizes were meta-analyzed using robust variance estimation. The majority of studies focused on teaching fraction magnitude and arithmetic. An overall effect size of g = 1.02 [0.80, 1.25] was found for rational number interventions favoring treatment conditions over business as usual control. Proximal measures contributed to higher effect sizes than distal measures. Limitations included a high number of fraction interventions contributing to the overall effect size and a large amount of heterogeneity among study effect sizes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01