A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties

Autor/inn/en	Nelson, Gena; Crawford, Angela; Hunt, Jessica; Park, Soyoung; Leckie, Emily; Duarte, Alex; Brafford, Tasia; Ramos-Duke, Mary; Zarate, Kary
Titel	A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties
Quelle	In: Learning Disabilities Research & Practice, 37 (2022) 1, S.18-36 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Gena) ORCID (Crawford, Angela) ORCID (Hunt, Jessica) ORCID (Park, Soyoung) ORCID (Leckie, Emily) ORCID (Duarte, Alex) ORCID (Brafford, Tasia) ORCID (Ramos-Duke, Mary) ORCID (Zarate, Kary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12272
Schlagwörter	Mathematics Skills; Learning Disabilities; Learning Problems; Word Problems (Mathematics); Problem Solving; Fractions; Computer Assisted Instruction; Teaching Methods; Mathematics Instruction; Instructional Effectiveness; Mathematics Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Lernproblem; Textaufgabe; Problemlösen; Bruchrechnung; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Mathmatics sikills; Mathematical ability; Lernleistung; Schulerfolg
Abstract	The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors' operational definitions of disability and risk varied. Syntheses predominantly focused on word-problem solving, fractions, computer-assisted learning, and schema-based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01