A Meta-Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties

被引:58
|
作者
Dennis, Minyi Shih [1 ]
Sharp, Emily [2 ]
Chovanes, Jacquelyn [2 ]
Thomas, Amanda [1 ]
Burns, Raquel M. [1 ]
Custer, Beth [2 ]
Park, Junkoung [2 ]
机构
[1] Lehigh Univ, Dept Educ & Human Serv, Special Educ, Bethlehem, PA 18015 USA
[2] Lehigh Univ, Special Educ, Bethlehem, PA 18015 USA
关键词
COMPUTER-ASSISTED-INSTRUCTION; EARLY NUMERACY INTERVENTION; NUMBER COMBINATION SKILL; AT-RISK; 3RD-GRADE STUDENTS; CHILDREN; MATH; ACHIEVEMENT; PROGRAM; IMPACT;
D O I
10.1111/ldrp.12107
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
This article quantitatively summarizes experimental and quasi-experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD.
引用
收藏
页码:156 / 168
页数:13
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