A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-08-14 DOI:10.1177/07419325241265972

Elizabeth A. Stevens, Emily Tanner, Megan H. Mowbray

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Abstract

This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed mathematics vocabulary interventions improved students’ vocabulary knowledge, particularly when instruction was explicit with multiple opportunities to practice. Findings were less conclusive on whether improved mathematics vocabulary knowledge led to improved performance on related mathematics content. Results suggest mathematics vocabulary intervention is beneficial for higher-level mathematics reasoning, such as word-problem solving. The seven group design studies received an M rating of at least acceptable for methodological rigor, and one of two single-case studies met What Works Clearinghouse design standards without reservations. We highlight promising instructional practices implemented across studies that resulted in improved vocabulary outcomes.

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针对有数学困难或面临数学困难风险的学生的数学词汇干预措施的系统回顾

本系统性综述综述了数学词汇干预对 K 至 12 年级数学困难（MD）学生数学成绩的影响。我们使用三个指标对方法的严谨性进行了评估：研究设计、实施保真度和反事实教学。1990 年至 2022 年间的六项经同行评审的研究和三篇未发表的论文符合纳入标准。结果显示，数学词汇干预提高了学生的词汇知识，尤其是在教学内容明确、有多次练习机会的情况下。至于数学词汇知识的提高是否会导致相关数学内容成绩的提高，研究结果则不太明确。研究结果表明，数学词汇干预有利于更高层次的数学推理，如单词问题的解决。七项小组设计研究在方法的严谨性方面获得了至少可接受的 M 评级，两项单一案例研究中的一项毫无保留地达到了 What Works Clearinghouse 的设计标准。我们重点介绍了在各项研究中实施的有前途的教学实践，这些实践改善了词汇教学效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.