Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research

被引:46
作者
Stevens, Elizabeth A. [1 ]
Rodgers, Melissa A. [1 ]
Powell, Sarah R. [1 ]
机构
[1] Univ Texas Austin, Austin, TX 78712 USA
关键词
mathematics; intervention; learning disability; mathematics difficulty; middle school; high school; ROBUST VARIANCE-ESTIMATION; HIGH-SCHOOL-STUDENTS; META-REGRESSION; PUBLICATION BIAS; WORKING-MEMORY; LEARNING-DISABILITIES; 3RD-GRADE STUDENTS; MATH DISABILITIES; FILL METHOD; CHILDREN;
D O I
10.1177/0741932517731887
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
The purpose of this review was to conduct a meta-analysis of 25 years of mathematics interventions for students with mathematics difficulty or disability in Grades 4 through 12. A search of the literature yielded 25 studies that met the inclusion criteria. Studies were coded to extract important study information (e.g., participant information, research design, description of treatment, and comparison groups) and data needed to calculate Hedge's g. We used robust variance estimation (RVE) to address dependence resulting from multiple outcomes per study. The RVE random-effects model estimated a treatment effect of 0.85. After adjusting for small-study effects, the final model estimated an underlying, moderate effect of 0.49 with a large amount of unexplained heterogeneity between studies. Studies with more than 15 hr of treatment and those focused on fraction content significantly moderated mathematics outcomes. Findings are limited by extreme variability across study estimates, the lack of standardized mathematics measures, and a limited number of studies across 25 years of research.
引用
收藏
页码:327 / 340
页数:14
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