数学学习困难学生研究综述的系统综述

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Gena Nelson, Angela Crawford, Jessica Hunt, Soyoung Park, Emily Leckie, Alex Duarte, Tasia Brafford, Mary Ramos-Duke, Kary Zarate
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引用次数: 0

摘要

对数学干预综合进行系统综述的目的是确定学习障碍(LD)、数学LD(MLD)和数学难度(MD)的内容领域、教学策略、效果大小和定义方面的模式和差距。使用严格的纳入标准,我们评估了36项合成,其中包括836项研究,32495名参与者。尽管每一篇综述都强调了LD、MLD或MD,但很少有LD或MLD的学生被包括在内,作者对残疾和风险的操作定义也各不相同。综合课程主要集中在解决单词问题、分数、计算机辅助学习和基于图式的教学。据报道,在效果、内容领域和教学策略方面存在很大差异。最后,我们的结果表明,大多数综合包括成就结果,但很少有关于其他结果(如社会有效性、策略使用)的报告。我们讨论了这篇综合综述的结果如何指导研究人员扩大数学干预的知识库。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties

The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word-problem solving, fractions, computer-assisted learning, and schema-based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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