A Systematic Review of Mathematics Interventions for Middle-School Students Experiencing Mathematics Difficulty

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Sarah R. Powell, Erica N. Mason, Samantha E. Bos, Stacy Hirt, Leanne R. Ketterlin-Geller, Erica S. Lembke
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引用次数: 7

Abstract

In this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 single-subject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student-level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem-solving instruction, mathematical language, mnemonics, and graphic organizers.

中学数学困难学生数学干预的系统评价
在这篇系统综述中,我们探讨了针对在数学领域有困难的学生(包括在数学方面有学习障碍的学生)实施的中学(6,7,8年级)数学干预措施。共有72项单学科和组比较研究符合纳入标准,其中59项研究表明对学生水平的数学成绩有积极影响。大多数数学干预侧重于与代数推理相关的基础、前代数技能(例如,运算和解决问题)。为了了解有效数学干预的现状,并为数学干预中的教学提供信息,我们确定了有效研究中有规律使用的六个教学组成部分。这些组件包括明确的指令、多重表示、解决问题的指令、数学语言、助记符和图形组织器。
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
CiteScore
2.60
自引率
11.10%
发文量
21
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