A Meta-Analysis of Mathematics Instructional Interventions for Students with Learning Disabilities: Technical Report

Autor/inn/en	Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan
Institution	Instructional Research Group (IRG)
Titel	A Meta-Analysis of Mathematics Instructional Interventions for Students with Learning Disabilities: Technical Report
Quelle	(2009), (94 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Intervention; Learning Disabilities; Students with Disabilities; Teaching Methods; Curriculum Design; Formative Evaluation; Feedback (Response); Peer Teaching; Instructional Effectiveness; Instructional Design + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Peer group teaching; Peer Group Teaching; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The purpose of this study was to use meta-analysis to synthesize findings from randomized control trials and quasi-experimental research on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. A search of the literature from January 1971 to August 2007 resulted in a total of 42 interventions (41 studies) that met the criteria for inclusion in the study. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) providing formative assessment data and feedback to teachers on students' mathematics performance, (c) providing formative data and feedback to students with LD on their mathematics performance, and (d) peer-assisted mathematics instruction. We first examined the effectiveness of each instructional component in isolation by determining unconditional stratified mean effects and heterogeneity. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We then examined the effectiveness of these same components conditionally, using hierarchical multiple regressions. We created a model to understand instructional variables that explain significant amounts of unique variance in outcomes. Two instructional components were associated with practically and statistically important increases in effect size -- teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed. (As Provided).
Anmerkungen	Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01