A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD).

IF 2.3 2区教育学 Q1 EDUCATION, SPECIAL

Journal of Learning Disabilities Pub Date : 2026-03-06 DOI:10.1177/00222194261424914

Grace P Douglas,Jonté A Myers,Kathleen K Mason,Sarah R Powell,Danielle O Lariviere

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引用次数: 0

Abstract

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.

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数学困难学生数学事实流畅性干预的元分析。

数学事实的流畅性对于熟练掌握高级课题（如代数）至关重要。然而，美国的许多学生，包括小学和中学的学生，都经历过数学困难（MD），并努力发展数学事实的流畅性。我们综合了1975年至2024年6月期间进行的35项组设计研究的结果，报告了178个效应量（ESs），以评估事实流畅性干预的有效性，并确定干预结果的关键可塑调节因子。稳健方差估计（RVE）模型的结果显示，平均ES具有教育意义（g = 0.76），为事实流畅性干预的总体效果提供了证据。然而，预测区间（-0.60至2.12）表明治疗效果存在显著异质性，值得进一步研究。为了探索这种可变性，我们进行了荟萃回归分析，以检查干预剂量指标（例如，频率）和校准指标（例如，年级水平）的作用，同时考虑研究水平混杂因素（例如，出版时代）。显著调节因子包括两个剂量指标（即分组和总疗程）和两个校准指标（即操作重点和结果测量）。我们将讨论这些结果的局限性、对未来研究的启示以及课堂实践。

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

Journal of Learning Disabilities Multiple-

CiteScore

7.60

自引率

3.30%

发文量

期刊介绍： The Journal of Learning Disabilities (JLD), a multidisciplinary, international publication, presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); (c) clarity of writing style; and (d) the author"s adherence to APA guidelines. Articles cover such fields as education, psychology, neurology, medicine, law, and counseling.