Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components

Autor/inn/en	Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan
Titel	Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components
Quelle	In: Review of Educational Research, 79 (2009) 3, S.1202-1242 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654309334431
Schlagwörter	Feedback (Response); Curriculum Design; Formative Evaluation; Learning Disabilities; Data Analysis; Mathematics Instruction; Teaching Methods; Intervention; Meta Analysis; Peer Teaching; Program Effectiveness; Effect Size; Quasiexperimental Design; Special Education; Special Needs Students; Heuristics; Verbal Communication; Mathematical Logic; Regression (Statistics) + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Learning handicap; Lernbehinderung; Auswertung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse; Peer group teaching; Peer Group Teaching; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Heuristik; Mathematical logics; Mathematische Logik; Regression; Regressionsanalyse
Abstract	The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. 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 also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided 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. (Contains 2 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10