Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties
A meta-analysis
Bibliographic Data
| ID | 21347611 |
|---|---|
| Authors | Amy E Lein (0000-0002-1153-2518), Asha K Jitendra (0000-0001-8122-3326), Michael R Harwell (0000-0003-1729-9910) |
| Year | 2020 |
| Volume | 112 |
| Issue | 7 |
| Pages | 1388-1408 |
| Publication date | 2020-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/edu0000453 |
| OpenAlex | W3023757657 |
| Language | EN |
| Citations received | 16 |
This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K–12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After removing 2 influential data points, 31 true-experimental or quasi-experimental studies (34 independent effect sizes) contributed effect sizes for this meta-analysis. Results of a random effects model showed that word problem solving interventions yielded a moderate positive mean effect size (g = 0.56, 95% confidence interval [0.40, 0.72]). The relation between word problem solving interventions and student learning was moderated by grade level, year of publication, type of measure, intervention model type, and implementer. On average, intervention effects were larger for (a) elementary grades than secondary grades, (b) studies published between 2000 and 2009, (c) researcher-developed than norm-referenced measures, (d) researcher implementers than teacher implementers. Results also showed intervention effects for schema-based transfer instruction were larger than those for schema-based instruction, strategy instruction, and other. These results support mathematics word problem solving interventions for students with LD and/or MD. We conclude by discussing directions for future research and implications for practice. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Cognitive psychology · Developmental psychology · Learning disability · Linguistics · Mathematics education · Meta-analysis · Psychological intervention · Teaching method · Word (group theory) · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Pedagogy · Psychology
Strategy instruction integrated with realistic mathematics education
A systematic literature review of math interventions across educational settings from early childhood education to high school
Mathematical Problem-Solving Through Cooperative Learning—The Importance of Peer Acceptance and Friendships
A Meta-Analysis of Technology-Based Word-Problem Interventions for Students with Disabilities
Did mathematics achievement gaps for students with disabilities widen after the introduction of the Common Core and its aligned assessments
The effectiveness of mathematical word problem-solving interventions among elementary schoolers
A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities
A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties
A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD)
Considerations for Intensifying Word-Problem Interventions for Students With MD
Applying an Individual Word-Problem Intervention to a Small-Group Setting
A Synthesis of Mathematics Interventions for High School Students With Mathematics Difficulties
Utilizing the Multilayer Instruction Model-Progress Monitoring to support first-graders with mathematical difficulties
The effect of cognitive strategy instruction enriched with active learning techniques on word problem-solving skills of students with learning disabilities
How basic cognitive processing affects children's math problem-solving performance
A randomized controlled study of a second grade numeracy intervention with Swedish students at‐risk of mathematics difficulties
| Citations per year | 3.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |