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A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties
Author(s) -
Nelson Gena,
Crawford Angela,
Hunt Jessica,
Park Soyoung,
Leckie Emily,
Duarte Alex,
Brafford Tasia,
RamosDuke Mary,
Zarate Kary
Publication year - 2022
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12272
Subject(s) - learning disability , schema (genetic algorithms) , psychology , psychological intervention , mathematics education , inclusion (mineral) , intervention (counseling) , special education , academic achievement , developmental psychology , computer science , social psychology , machine learning , psychiatry
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.