Jihyun Lee, Diane Pedrotty Bryant, Min Wook Ok, Mikyung Shin
{"title":"中学学习障碍学生代数概念和技能干预措施的系统回顾","authors":"Jihyun Lee, Diane Pedrotty Bryant, Min Wook Ok, Mikyung Shin","doi":"10.1111/ldrp.12217","DOIUrl":null,"url":null,"abstract":"<p>Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the <i>Common Core State Standards for Mathematics</i> (CCSSM) <i>Content Standards</i>, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students’ performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges’ <i>g</i> of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12217","citationCount":"6","resultStr":"{\"title\":\"A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities\",\"authors\":\"Jihyun Lee, Diane Pedrotty Bryant, Min Wook Ok, Mikyung Shin\",\"doi\":\"10.1111/ldrp.12217\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the <i>Common Core State Standards for Mathematics</i> (CCSSM) <i>Content Standards</i>, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students’ performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges’ <i>g</i> of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.</p>\",\"PeriodicalId\":47426,\"journal\":{\"name\":\"Learning Disabilities Research & Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2020-04-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1111/ldrp.12217\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Disabilities Research & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12217\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities Research & Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12217","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities
Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the Common Core State Standards for Mathematics (CCSSM) Content Standards, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students’ performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges’ g of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.