A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD)
Bibliographic Data
| ID | 21350073 |
|---|---|
| Authors | Grace P Douglas (0009-0000-8460-2348, The University of Texas-Austin, USA), Jonte A Myers (0000-0003-0670-1919, Georgia State University, Atlanta, USA), Kathleen K Mason (0000-0001-6774-8695, The University of Texas-Austin, USA), Sarah R Powell (0000-0002-6424-6160, The University of Texas-Austin, USA), Danielle O Lariviere (0000-0002-6170-4701, The University of Texas-Austin, USA) |
| Year | 2026 |
| Volume | 59 |
| Issue | 3 |
| Pages | 135-160 |
| Publication date | 2026-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194261424914 |
| PMID | 41787952 |
| OpenAlex | W7134044248 |
| Language | EN |
| References cited | 114 |
Mathematics fact fluency is essential for proficiency in advanced topics, such as algebra. However, many students in the United States, including those in elementary and secondary grades, experience mathematics difficulties (MD) and struggle to develop fluency with mathematics facts. We synthesized findings from 35 group-design studies, reporting 178 effect sizes (ESs), conducted between 1975 and June 2024, to evaluate the efficacy of fact fluency interventions and identify key malleable moderators of intervention outcomes. Results from a Robust Variance Estimation (RVE) model revealed an educationally meaningful average ES ( g = 0.76), providing evidence of the overall efficacy of fact fluency interventions. However, the prediction interval (−0.60 to 2.12) indicated substantial heterogeneity in treatment effects, warranting further investigation. To explore this variability, we conducted a meta-regression analysis to examine the role of intervention dosage indicators (e.g., frequency) and alignment indicators (e.g., grade level) while accounting for study-level confounders (e.g., publication era). Significant moderators included two dosage indicators (i.e., grouping and total sessions) and two alignment indicators (i.e., operation focus and outcome measures). We discuss these results in relation to limitations, implications for future research, and classroom practice
Confounding · Estimation · Fluency · Focus (optics) · Intervention (counseling) · Numeracy · Psychological intervention · Variance (accounting) · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Reading and Literacy Development
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| Highly cited | No |
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